California State University, Bakersfield s8

CALIFORNIA STATE UNIVERSITY, BAKERSFIELD SCHOOL OF EDUCATION

“Caring and Reflective Professionals for a Democratic Society” EDSP 636-F Intern Seminar/Supervision in Special Education (2 units) Final Seminar for Level I Preliminary Credential Candidates (Option I) Or Final Seminar for Option II (Fast Track) Clear Credential Candidates Spring 2010

Instructor: Yeunjoo Lee, Ph.D.

Web Site: www.csub.edu/~ylee Office: EDUC 219 Office Phone: 661-654-6478 FAX: 661-654-3029 E-mail: [email protected] Office Hours: 3:30-5:30 pm on Tuesdays and Thursdays 4:00-5:00 pm on Wednesdays.

Candidate Dispositions

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

Professional Collaboration

Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.

Reflective Practitioner

Candidates are reflective, life long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.

Ethical Professional

Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.

Student/Client Centered

1 Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.

Professional Leader

Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.

Professional Competence

Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards based instruction.

Candidate Definitions & Course Description Candidate Definitions: Option I Candidates: Interns who currently hold Two Year Intern Credentials and are taking all required coursework and seminars to obtain a Preliminary Teaching Credential before the two year credential expires (usually these are interns who do NOT hold any previous general education teaching credentials). Option II Candidates: Interns who currently hold Two Year Intern Credentials and are taking all required Level I and Level II coursework to obtain a Clear Special Education Teaching Credential before their two year credential expires (usually these individuals hold a general education teaching credential and are seeking a second credential in special education). If you are unsure of your current program plan (Option I or Option II), I urge you to make an appointment immediately with your advisor to review your program plan file. Course Description: The seminar course will evaluate and finalize the Option I intern teacher’s Professional (Preliminary Credential) Induction Plan and Professional Development Portfolio OR the intern candidate’s Professional Level II (Clear Credential for Option II ) Induction Plan and Professional Development Portfolio. The candidate will demonstrate and/or document their ability to implement, evaluate, and modify curricula, instruction, and instructional contexts to meet the unique needs of individual learners across the range of ages, abilities, learning characteristics, diversity needs, and disabling conditions. Prerequisites:

Option I Candidates: Completion of all Preliminary Credential Coursework and Seminars by the end of this same quarter. Option II “Fast Track” Candidates: Completion of all credentialing coursework (preliminary and clear courses) by the end of this same quarter.

2 Required On-Line Access:

Livetext is an on-line service designed for instructional portfolios. Candidates will be expected to post one assignment on Livetext and the instructor will grade the assignment based upon an on-line rubric. For EDSP 636F, the signature assignment to be posted on LiveText is the self- evaluation. Failing to post the assignment on LiveText may result in a candidate receiving a failing grade. Information concerning Livetext can be found at www.livetext.com. Do not purchase the software until after speaking with the course instructor. Recommended Readings for All Credentialing Candidates Dettmer, P. A., Dyck, N. T., & Thurston, L. P. (2002). Consultation, collaboration, and teamwork for students with special needs (4th Ed.). Boston, MA: Allyn and Bacon. Friend, M., & Cook, L. (2003). Interactions: Collaboration Skills for School Professionals (4th ed.). Boston, MA: Allyn and Bacon. Kampwirth, T. J. (1999). Collaborative consultation in the schools: Effective practices For students with learning and behavior problems. Upper Saddle River, NJ.: Merrill. Seifert, K. L. (1999). Reflective thinking and professional development. Boston: Houghton Mifflin. Course Competencies  The candidate will include in their induction plan, a balance of university (specialized coursework) and non-university (professional development opportunities, site level functions, district level functions) components to address the established performance goals, experience with diverse populations, advanced levels of knowledge and skills appropriate to the credential, the full range of teaching responsibilities, and an extension of studies began at the preliminary level and will be developed collaboratively by the employing agency and the university (9, 10, 11, 12).  The candidate will include in their induction plan curricular content and support activities characterized by a depth of learning that challenges the candidate, fosters critical reflection, extends understanding, facilitates professional growth and development, and allows for meaningful integration of theory into practice (9, 10).  The candidate will be required to document their progress in meeting their performance goals and their ability to apply theoretical knowledge obtained in university and non-university activities to their own special education classrooms or settings (12).  The candidate will reflect, assess and monitor their own progress toward meeting their performance goals on a regular basis and modify their induction plan according to their own changing professional development needs and feedback from their university and school district assessors (9, 10, 11, 12).

3  The candidate will demonstrate the application and integration of current and emerging theories, research, policies and legislation to the implementation of educational programs that reflect current best practices in educating of students with and without disabilities (MM/MS- 15; M/M/MS-16).  The candidate will design, implement and evaluate a professional development inservice for an adult learner group (i.e. teachers, parents, school board, administrators) (MS-18; MS-19; MM-20).  The candidate will evaluate their ability to supervise staff in a variety of environments and with a range of individuals across disciplines (MS-18; MS-19; MM-20).  The candidate will participate actively within the school district and local community to facilitate the development of policies, site-based school reform, including input regarding parents, students and teachers (MM/MS-15, MS-19).  The candidate will develop expertise and demonstrate application in their field of specialization with their target population and/or content area (MM/MS-17).  The candidate will plan and present special education in-service workshops to parents, school staff, and community members (MM-20).  The candidate will continually evaluate the effectiveness of their non-university activities in meeting their program goals and on-going professional growth plan (11).  The candidate will evaluate and reflect on the coursework in their program as it relates to their own practice, interests and needs (MM/MS-17).  The candidate’s culminating assessment of the Professional Induction Plan will bring closure to the induction period and will establish direction for continuing growth and professional development (12). Course Assignments

1. Required for All Credentialing Candidates:  Class Participation: Active class participation requires that the student be on time for class and remain for the entire session. Attendance is an important part of this requirement. Participation may include involvement in small and large group class activities, demonstration of readings, sharing of critical incidents, and partaking in class discussions.  Induction Plan*: The candidate in collaboration with the university advisor and the school district support provider will finalize the performance goals, goal activities, application opportunities, performance evaluation and completion dates stated in their Professional Induction Plan. The candidate must provide multiple documentation of having worked on each objective. Candidates with general education credentials need a minimum of 2 induction goals (EDSP 636 A and C). All other candidates need a minimum of 5 goals (EDSP 636 A, B, C, D, and E). Along with the induction plan and evidence, candidates need to complete the Induction Plan Cover Sheet (note page 12)*, which will be signed at the final three-way meeting.

4  Culminating Self-Evaluation of Competencies: Candidates are required to complete the Culminating Self-Evaluation of Competencies Form (note pages 13-14)* listing all courses requirements (university and non-university activities) and grades received during the course of their program. The form must be submitted to their university advisor and district support provider for their signatures of approval.  General Education Contact Log*: Every attempt is made to ensure that the intern is given a variety of field experiences. Interns are required to document a minimum of 100 hours in general education classrooms working with general education teachers and mainstreaming their students. If the Intern Teacher already possesses a Multiple Subject/Single Subject Credential, he/she is not required to complete this log. The completed log is submitted to the University Supervisor at the final three-way meeting. A credential application will not be processed without verification of general education contact time.  Journal: Candidates are expected to continue adding to their intern journals. The journals should be reflective in nature. There should be 2 lengthy entries (at least 1 full page each), known as critical incidences, and 2 entries of shorter length. Candidates without general education credentials should have a total of 30 entries by the end of this quarter. Candidates with general education credentials should have a total of 15 entries by the end of this quarter.  Classroom Observation: All candidates must be observed at least once during the quarter. The observation needs to be no less than 45 minutes in length. The observed lesson should be a whole group or small group lesson. One-on-one instruction or monitoring independent work is inappropriate for this activity. The teacher should be observed conducting a lesson following an identifiable instructional method (e.g., Direct Instruction, Mastery Learning, Cooperative Learning, etc.). The classroom variables to be analyzed include the classroom environment, teacher-student interaction, established routines, and effective instruction. A written lesson plan must be available for the university supervisor. Note the attach lesson plan form (page 20), which needs to be completed and available to the University instructor during the observation.  Three-Way Conference: A meeting between the intern, intern coach, and university supervisor must take place in order for the intern to pass EDSP 636F. During this meeting, the intern’s portfolio will be evaluated. Additionally, the intern coach and university supervisor will determine the appropriateness of recommending the intern for a preliminary or professional level credential. This recommendation will be based upon the intern’s overall teaching performance, classroom management skills, completion of school/district duties, university course completion, and progress towards induction goals. It is the candidate’s responsibility to arrange for a meeting date and time for this conference. Additionally, the candidate must have the appropriate paperwork (see below) available to sign. It is usually done late in the quarter. Students in some school districts are not assigned an intern coach. Those students will have a two-way conference between intern and university supervisor.  Personal Assessment Report: The candidate will identify and evaluate their personal strengths and needs as related to the California Commission on Teacher Credentialing's professional standards and the program dispositions developed by California State

5 University, Bakersfield (note pages 15-17). The narrative portion of this summative assessment report will be no less than 2 full pages in length and will be designated as the Signature Assignment for EDSP 636F. It is to be included in candidates' LiveText electronic portfolios.  Supervision Log: Once the On-site Intern Coach is identified, the coach is requested to complete a Supervision Log including the date of contact, type of contact, length of contact made to support and assist the intern. The completed log is to be updated each quarter and will be reviewed by the University Supervisor at the last seminar class. While there is a recommended form located in the intern handbook, please be aware that some districts have created their own logs which are perfectly acceptable for this purpose.  Fact Sheet (Option I only): Develop a minimum 2 page fact sheet about your classroom. This fact sheet might be given to parents, administrators, paraeducators, and visitors. The fact sheet should address the population served (without using labels), general goals of the class, behavioral expectations, and possible consequences for behavioral or academic problems. The fact sheet should be written in “accessible” language and should not be a retread of other district documents. The fact sheet can include boarders, graphics, and web sites for additional information.

2. Required For Clear Credential, Option II Candidates Only:  The Program Completion Form (Option II only) is the final check before a recommendation can be made for the Credential. This form must be made available by the candidate and be signed at the three-way meeting. Option II candidates must also complete the Program Completion Form (note page 18)*.  In-service Training Workshop (Option II only): The candidate will develop an inservice/workshop on a current topic in special education or a related area to a target group of adult learners (parents, general education teachers, special education teachers, school administrators, school board members). The in-service workshop should reflect research on the selected topic and demonstrate use of technology in its delivery. Note the format of the project on page 19. The workshop should include:

 A summary ( minimum length of 2 full type written pages) of the workshop citing: o A narrative about the target audience, background information regarding the need for the in-service/workshop, and (proposed) date of the inservice/workshop. o Specified goals and objectives for the in-service/workshop. o A brief review of the literature concerning the topic of the in-service/workshop. o Description of the materials and/or equipment required for the in-service workshop including technological support. o An annotated outline of your in-service training and description of the procedures. o An evaluation instrument developed for your workshop o Attach handouts (i.e. PowerPoint presentation: minimum 12 slides), activity forms, and reference lists used during the workshop

6 o Informal Class Presentation on your In-service Workshop: You are required to briefly summarize your in-service training to your classmates in this course. Each presentation should be no more than 5 minutes in length.  Professional Portfolio Evaluation Form: The Professional Portfolio Evaluation form (note pages 21-23)* allows the candidate to correlate university and non-university activities in which they have participated to the State’s Standards for Quality and Effectiveness in Special Education (note pages 26-27). This document needs to be signed at the final three-way meeting.

Tentative Seminar Meeting Schedule Dates Activities Assignment  Review Intern Requirements Wk1  Review Course Syllabus (Differences of April 8 Option I & Option II)  Observation Dates  Review Course Assignments  Journal entry Wk 2  Induction Plan and Portfolio Forms  Induction Plan Cover Sheet April 22  Preliminary Portfolio Evaluations  Discussion of critical incidents.  Three-way Meeting Dates  One journal and one critical  Resources for Special Education incident.  Applying for a Special Education  Culminating Self Evaluation Wk 3 Credential (Ms. Julia Bavier) Form, May 6  Fact Sheet (Option I)  Program Completion Form (Option II),  Professional Portfolio Evaluation Form (Option II).  Portfolio Review  One critical incident.  Informal Inservice Training Workshop  Personal Assessment Report Reports and presentations  General education contact Wk 4 log. May 20  Supervision log.  Inservice Training Workshop (Option II). Wk 5  Individual Appointments as Scheduled to Check-off:  Program Completion Form  Remaining journal entries  General education Hours Log (if applicable)  Supervision Log (meetings between peer coach & intern for quarter)

7  all assignments applicable to your Option I or II for this course  Professional Portfolio Evaluation Form (Option II candidates)  Completed Induction Plan (must be typed/word processed on form)  Review of Candidate’s LiveText Portfolio

General Information:

1. Assignments are due at midnight on the assigned due date. Late assignments will be automatically lose 10% of its assigned credit. No assignments will be accepted one week after assigned due dates.

2. If you have an emergency on the day of a test you will be allowed to make up that test on a compromised day with the instructor.

3. All assignments are to be type-written and double spaced. Use a basic font, no larger than 12. Handwritten papers will not be accepted.

4. Be aware that I do not assign extra work. You will receive the grade you have earned. I do not assign bonus points, nor do I give you credit for how hard you try.

5. Students are expected to do all work assignments without unauthorized assistance and not to give unauthorized assistance. Cheating is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage, i.e. submission of the same, or essentially the same paper or assignment for credit in two different courses without receiving approval. Plagiarism consists of the misuse of published or unpublished works of another by claiming them as one’s own. It may consist of handing in someone else’s work, copying or purchasing a composition, using ideas, paragraphs, sentences, or phrases written by another, or using data and/or statistics compiled by another without giving citation (See p.81-82 of the 2007-2009 catalog). Violation to these policies may result in a failing grade or other consequences stated in the CSUB Catalog.

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Accommodations for Students with Disabilities (for Bakersfield campus)

To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours as soon as possible so we can discuss the specific accommodations that you might need in this class.

8 Accommodations for Students with Disabilities (for AV campus)

To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours so we can discuss the specific accommodations that you might need in this class.

RIGHTS AND RESPONSIBILITIES OF STUDENTS

From CSUB Catalog 2009-11, pages 82-83

Academic Integrity. The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance. Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be encouraged and positively reinforced.

There are certain forms of conduct that violate the university’s policy of academic integrity. Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or purchasing a pre- written composition and claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the same paper or other assignment for credit in two different courses without receiving prior approval from the instructors of the affected courses.

When a faculty member discovers a violation of the university’s policy of academic integrity, the faculty member is required to notify the CSUB Dean of Student Life and CSUB Student Conduct Coordinator and the student(s) involved. A course grade of ‘F’ may be assigned or another grade penalty may be applied at the discretion of the course instructor. Additional academic sanctions are determined by the student conduct coordinator. Academic sanctions may include disciplinary probation, suspension, permanent expulsion from the university or from the California State University system, administrative hold on the release of records, and withholding a degree. Disciplinary probation shall be noted on the student’s formal academic record only for the duration of the probationary period. Disciplinary suspension and expulsion are a part of the student’s permanent record.

9 The student may pursue a formal hearing or make a settlement agreement with the student conduct coordinator. CSUB Dean of Student Life and CSUB Student Conduct Coordinator shall conduct an investigation, confer with the faculty member, students and any witnesses identified, and review all evidence. The student is entitled to a formal hearing scheduled by the CSUB Dean of Student Life and CSUB Student Conduct Coordinator, in which the evidence of the alleged violation shall be presented before an impartial Hearing Officer (appointed by the President) and the student shall be present to provide an explanation or defense. The Hearing Officer shall submit a written report to the President containing the findings, conclusions, and recommendations. Alternatively, a settlement agreement may be made with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator. The settlement agreement will specify the academic sanctions, the length and terms of disciplinary probation or suspension, and the conditions the student is expected to meet in order to remain in good standing (e.g., training or regular meetings with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator). All sanctions are reported to the instructor reporting the incident, the student’s Chair, and the student’s Dean.

Any repeated violation of academic integrity shall result in more serious academic sanctions. Normally, this will include suspension or expulsion from the university with a note on the student’s permanent record.

Academic Freedom. Freedom to pursue truth and to achieve personal and intellectual development is essential to CSUB’s community of scholars. The University is firmly committed to such freedom for both students and faculty. Academic freedom is the University’s guarantee of freedom of expression by all students and faculty under the First Amendment. For the achievement of academic freedom, a necessary condition for such pursuit is an acceptance of the spirit of inquiry and appreciation for diverse ideas, viewpoints, cultures, and life-styles. Acceptance must be demonstrated not only in the classroom but in all other areas of the campus. The achievement of academic freedom, however, must occur within a respect for law and the protection of the opinions and dignity of others.

Civility and Respectful Conduct. The classroom is essential for the achievement of academic freedom, the pursuit of truth, and the development of students. Because of its importance, students are expected to exhibit respect for the views of others, the professionalism of the instructor, and the goals of academic freedom whenever they are in the classroom. Faculty are obligated to recognize and respect student diversity, ideas, perceptions, and opinions. At the same time, faculty have a fundamental responsibility to maintain the integrity of the learning environment. When confronted by unreasonable disruption in the classroom, faculty are expected to initiate actions to correct such conditions. Such actions may result in disciplinary action ranging from removal from the classroom to formal disciplinary sanctions, including probation, suspension, or expulsion.

PROFESSIONAL LIABILITY INSURANCE

As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students in various fields, including the Credential Program to purchase Professional Liability Insurance

10 at the cost of $16 per Academic Year (or the designated current rate). This fee may be paid at the Cashier’s window or online.

11 Assignments Checklist

Induction plan cover /20 One observation by university supervisor/Three way conference /20 Observation by the peer coach /20 Culminating self-evaluation of competencies /20 General Education Contact Log (for those not holding general education /10 credentials) Supervision Log /10 Critical Incident #1 /10 Critical Incident #2 /10 Journal #1 /10 Journal #2 /10 Journal #3 /10 Personal Assessment Report (Signature Assignment) /20 Option 1 only: Fact Sheet /15 Option II only: Inservice Training Workshop /20 Option II only: Professional Portfolio Evaluation Form /10 Option II only: Program Completion Form /10 Option II only: Informal Class Presentation on your inservice workshop. /15 Livetext Portfolio /10 Class Participation #1 /10 Class Participation #2 /10 Class Participation #3 /10 Class Participation #4 /10 Class Participation #5 /10 Total /300

Grading Scale: A = 94% (or higher) A- = 90-93% B+ = 87-89% B = 83-86% B- = 80-82% C+ = 77-79% C = 73-76% C- = 70-72% D = 69-60% F = 59% or below

12 Intern Induction Plan Cover Sheet Candidate’s Name: Position Held: School District Affiliation: School Name: University Advisor: Course Instructor: District Intern Coach: Areas of Specialization/Emphasis:

Performance Application Performance Goal Activity Date Completed Goals Opportunities Evaluation

Approved by: Candidate’s Signature:______Date: ______District Representative/Support Provider: ______Date______Inservice/Workshop Summary University Representative/Advisor: ______Date______Title:

13 California State University, Bakersfield

Education Specialist Credential Programs in Mild/Moderate or Moderate/Severe Disabilities

Culminating Self-Evaluation of Competencies, Level I Preliminary Credential

Candidate’s Name: CSUB ID#: Work Phone: Home Phone: Address: Credential program completed: _____Mild/Moderate _____Moderate/Severe Level I Program Completion Date: Overall GPA:

I. Verification of the Coursework/Fieldwork Completion: List the grade you have received for each required course. Refer to your program plan and on-line transcripts for accuracy.

Prerequisites* and Phase I Courses

Course Grade Course Grade EDEL 240* (3) or _____ EDSP 503 (5) _____ EDSE 241* (2) _____ EDSP 506 (5) or _____ EDSP 501*(5) _____ EDSP 517 (5) _____ EDSP 502* (2) _____ EDBI 475* (3) _____ EDEL 421 (3) or _____ EDBI 476 (3) _____ EDSE 505 (5) _____ EDBI 478* (3) _____

Phase II. Mild/Moderate Disabilities Phase II. Moderate/Severe Disabilities

Course Grade Course Grade EDSP 505 (5) _____ EDSP 505 _____ EDSP 508 (5) _____ EDSP 631 _____ EDSP 545 (5) _____ EDSP 632 _____ EDEL 437 (3) _____ EDEL 437 (3) _____ EDEL 420 (4) _____ EDEL 420 (4) _____ EDSE 506 (5) _____ EDSE 505 (5) _____

Phase III. Intern Seminars

Course Grade Course Grade EDSP 636A _____ EDSP 636D _____ EDSP 636B _____ EDSP 636E _____ EDSP 636C _____ EDSP 636F _____

II. Portfolio Review

My portfolio has been/will be reviewed by my University Supervisor and signed off as deserving the credit toward the successful field experience completion.

_____ YES _____ NO

IV. Summary Evaluation

See final Three-way Meeting Form dated: ______.

V. Final Recommendations: Circle either (a) or (b) below. Write in comments, when appropriate.

A. I have been recommended by my University Supervisor and Intern Coach for the credential in:

Mild/Moderate Disabilities _____ Moderate/Severe Disabilities _____

Comments:

B. I have not been recommended by my University Supervisor and/or Intern Coach for the credential in:

Mild/Moderate Disabilities _____ Moderate/Severe Disabilities _____

Reason(s) for not recommending:

Candidate Name: ______(Print) Candidate Signature: ______(Date) University Supervisor Name: ______(Print) University Supervisor Signature: ______(Date) Intern Coach Name: ______(Print) Intern Coach Signature: ______(Date)

15 Personal Assessment Report

This is a tool that will help you identify your strengths and needs as a teacher. Please provide the following information:

School District: School Site:

Student Population: Assignment:

PLEASE SCAN ALL ITEMS PRIOR TO ANSWERING INDIVIDUAL ITEMS You may need additional information in the areas noted below to better teach students with exceptional needs. Using the scale, please underline the number that best corresponds to your answer.

1 = No thank you. I do not at all need/want additional information on this topic. 2 = Yes, I think I might need/want additional information on this topic. 3 = YES! I definitely want/need additional information on this topic.

No, Somewhat Yes, definitely Training Topics not at all 1. Laws, policies, and ethical principles regarding behavior 1 2 3 management planning and implementation. 2. Potential impact of differences in values, languages, and customs that 1 2 3 can exist between home and school

3. Educational implications of characteristics of various exceptionalities 1 2 3 (including those from culturally diverse and linguistically diverse 4. Select, adapt, and use instructional strategies and materials according 1 2 3 to characteristics of the learning needs of my special education 5. Effectivestudents. management of teaching and learning including preparing 1 2 3 and implementing lesson plans, and using instructional time 6. Effectiveeffectively. and timely use of strategies for crisis prevention and 1 2 3 intervention. 7. Create or modify learning environments to encourage active 1 2 3 participation in and the safe management of individual and group behavior and learning. 8. Implement behavior support plans (including data collection) using 1 2 3 effective behavior management strategies. 9. Use effective and varied behavior management strategies. 1 2 3 10. Structure, direct, and support the activities of paraeducators, 1 2 3 volunteers, and tutors.

11. Augmentative and assistive communication strategies. 1 2 3 12. Assistive technology devices and principles of universal design for planning and managing the teaching and learning environment. 1 2 3

No, Somewhat Yes, definitely Training Topics not at all

16 13. Roles and responsibilities of the paraeducator related to instruction, 1 2 3 intervention, and direct service. 14. Involve the family in setting instructional goals and monitoring 1 2 3 progress. 15. Knowledge of assessment including basic terminology, uses/limitations of instruments, and nonbiased (i.e., culturally and 1 2 3 linguistically appropriate) assessments, 16. Knowledge of formal/informal assessments, conducting assessments using technology, and legal provisions and ethical principles 1 2 3 regarding assessment of special education students 17. Determine present levels of student performance using observation, 1 2 3 curriculum assessment and other measures.

18. Writing annual goals and objectives that are measurable. 1 2 3

19. Disability awareness and knowledge of bullying prevention. 1 2 3

20. Develop or modify individualized assessment strategies. 1 2 3

21. Transition process into and out of school. 1 2 3 22. Developing and implementing strategies that support inclusion of 1 2 3 special education students in general education environments. 23. Use assessment information in making eligibility, program, and 1 2 3 placement decisions for special education students. 24. Maintaining teacher files on special education students including 1 2 3 what information should/should not be in them. 25. Report assessment results to all stakeholders using effective 1 2 3 communication skills.

26. Knowledge of research-validated interventions and strategies. 1 2 3 27. Models and strategies of consultation and collaboration for use with 1 2 3 colleagues (especially with general education teachers). 28. Concerns of families of my special education students and strategies 1 2 3 to help address these concerns. 29. Assist special education students (as appropriate) and their families in 1 2 3 becoming active participants/collaborators in the IEP process. 30. Plan and conduct collaborative conferences with special education 1 2 3 students (as appropriate) and their families.

31. Observe, evaluate and provide feedback to paraeducators. 1 2 3 32. Maintaining confidential communication about special education 1 2 3 students.

33. Plan and conduct IEP meetings. 1 2 3

Adapted from CEC Knowledge and Skill Base for All Beginning Special Education Teachers

17 Please rate your competency in the following skill and attribute areas. Using the scale, please underline the number that best corresponds to your answer.

I need additional I’m OK with I’m masterful Dispositions help with this this with this 34. I can participate in action-oriented collaboration that will enable me to learn from others and provide leadership in 1 2 3 partnerships with all stakeholders. 35. I am a reflective, life long learner who apply problem solves and uses critical thinking strategies and has 1 2 3 respectful appreciation of differing points of view. 36. My actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical 1 2 3 responsibilities of the profession. 37. I prioritize the needs of my students by maintaining trusting relationships built upon caring, nurturing 1 2 3 (respective) and meaningful interactions. 38. I am a strong, determined, professional leader with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the 1 2 3 advancement, safety, and welfare of all students in my community. 38. I maintain high programmatic expectations that reflect research-based practices, principles of learning 1 2 3 differentiation, and standards based instruction.

California State University, Bakersfield School of Education Candidate Dispositions

Narrative: Based upon the assessment data from above, identify and describe your areas of strength and need as a teacher. Be sure to identify how you plan to meet your needs and to continue to grow as a teaching professional. This narration should be at least 2 full, double- spaced pages in length.

18 Program Completion Form (For Option II/Fast-Track Candidates) Program Completion Form Professional Level II Education Specialist Credential

Name of Candidate: Student ID #: Level II Credential Program Emphasis: Address: Home Phone: ( ) School Phone: ( ):

Courses Completed for Level II Credential Program: Course Title Term Grade Units Equivalent Courses EDSP 680 EDSP 660 EDSP 529 EDSP 688 EDSP 690 CTAP I CTAP II Health CPR Certification

Non-University Equivalent Activities for Development of Specific Emphasis in EDSP 660:

Course or Activity Term Grade or Project Summary Units or Hours

Approved by:

Candidate: ______

District Representative: ______Date

University Representative: ______

19 Date

20 Inservice/Workshop Summary (For Option II/Fast-Track Candidates) Attach Handouts and/or PowerPoint handout and Evaluation.

Title:

Intended Audience:

Background (Need for the Inservice/Workshop):

Proposed Date:

Review of the Literature Concerning Inservice/Workshop Topic:

Materials/Equipment:

Narrative Description of the Inservice/Workshop:

Inservice/Workshop Outline:

21 LESSON PLAN California State University, Bakersfield Special Education Department

Teacher Name: Date: Time:

School: School District:

Subject Area:

California Academic Content Standard (specify):

Objective(s):

Student Prerequisite Skills:

Paraprofessional Responsibilities:

Materials:

Method(s) of Instruction: Explicit Direct Instruction Cooperative Learning Direct Instruction Simulation Role Play Discrete Trial Inductive Thinking Other ______Adaptations: Visual Auditory Kinesthetic Technology

Introduction/Anticipatory Set/Motivational Strategy/Building Background:

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

Accommodations for English Language Learners:

Lesson Closure:

Transition to Next Activity:

Identify How Lesson will be Evaluated for Effectiveness:

22 PROFESSIONAL PORTFOLIO EVALUATION (For Option II/Fast-Track Candidates)

Candidate's Name: Position held: School: School District Affiliation: University Advisor: District Support Provider:

ST Description of Standard # Activity/Activities Met Justification/Comments Corresponding to Yes/No Standard. 9

24 ______Candidate Signature & Date

______District Representative Signature & Date

______University Supervisor Signature & Date

25 State Standards for Quality and Effectiveness in Special Education (For Option II/Fast-Track Candidates)

Standard 9: Design of the Professional Level II Education Specialist Program The candidate, the University Supervisor and the District Support Provider work together to develop a Level II professional credential induction plan for the support and professional development of each beginning teacher based on the preliminary induction plan developed in Level I. The curriculum for the university and non-university components of the Education Specialist Credential program addresses the Level II candidate’s goals, builds upon the foundations established in the Preliminary Education Specialist Credential program, and applies conceptual knowledge to practice in ways that engage candidates in important issues of theory and practice.

Standard 10: Support Activities and Support Provider Qualifications The Level II professional credential induction plan includes provisions for a District Support Provider and activities that facilitate the professional development and effective performance of each new teacher. Individuals selected, as District Support Providers are qualified, prepared for their responsibilities, assigned appropriately, evaluated for their effectiveness, and recognized for their contributions.

Standard 11: Nature and Inclusion of Non-University Activities The institution has clearly defined criteria and procedures that allow for the inclusion of appropriate non-university activities in the Level II professional credential induction plan for each candidate. These activities are delivered by qualified individuals, supported by appropriate resources and evaluated on an ongoing basis. Non-university activities included in a Level II professional credential induction plan reflect an instructional design that is sequential, developmental and based upon a conceptual framework.

Standard 12: Assessment of Candidate Competence Prior to recommending each candidate for a professional credential, the University Supervisor and a qualified assessor from a local education agency use an authentic, fair assessment process and verify that the candidate has met the Level II performance standards and other expectations for Teacher performance as outlined in the professional credential induction plan. Qualified assessors are professional practitioners who are thoroughly prepared for their assessment responsibilities.

Standard 13: Data-Based Decision Making Each candidate demonstrates the ability to continually analyze assessment and performance data to determine whether to maintain, modify or change specific instructional strategies, curricular content or adaptations, behavioral supports and/or daily schedules to facilitate skill acquisition and successful participation for each student.

Standard 14: Advanced Behavioral, Emotional, and Environmental Supports Each candidate demonstrates advanced knowledge and the ability to implement systems that assess, plan, and provide academic and social skill instruction to support students with complex behavioral and emotional needs. Each candidate works with educational, mental health, and

26 other community resources in the ongoing process of designing, implementing, evaluating and modifying identified supports to ensure a positive learning environment.

Standard 15: Current and Emerging Research and Practices Each candidate demonstrates knowledge of an ability to interpret, apply and disseminate current and emerging research, theory, legislation, policy and practice.

Standard 16: Transition and Transition Planning Each candidate demonstrates knowledge of and the ability to implement factors associated with successful planning and implementation of transitional life experiences for students with mild/moderate/severe disabilities. Each candidate collaborates with personnel from other educational and community agencies to plan for successful transitions by students.

Standard 17: Development of Specific Emphasis The curriculum for the Professional Level II Education Specialist program provides opportunities to build upon the foundation of the Preliminary Level I Education Specialist Credential program, expanding the scope and depth of study in specific content areas, as well as expertise in performing specialized functions.

Standard 18: Assessment of Students The Level II program provides opportunities for each candidate to acquire skills and proficiency identifying, describing, selecting, and administering a variety of standardized and non- standardized, formal and informal assessment procedures, and in using and interpreting these in a manner that is responsive to the cultural, socio-economic, and linguistic characteristics of individual students.

Standard 19: Curriculum and Instruction The Level II program offers adequate opportunities for each candidate to acquire the knowledge and skills to teach, adapt, modify and integrate curriculum appropriate to the educational needs of students with mild/moderate disabilities.

Standard 20: Collaboration and Consultation The Level II program provides opportunities for each candidate to develop skills in communication, collaboration and consultation with teachers and other school personnel, community professionals, and parents. Each candidate is able to communicate relevant social, academic, and behavioral information in the areas of assessment, curriculum, behavior management, social adjustment, and legal requirements. Each candidate is prepared to serve in a coordination function before, during, and after special education placement has been made.

27 Instructions for Submitting a Signature Assignment EDSP 636F

Developed by Yeunjoo Lee, Ph.D.

1. From the LiveText home page type in your username & password, then click the Login Button

2. Click My Work on the left side of the screen.

3. On the My Work page a. Click on CREATE

4. On the Materials>Create document page: a. Under “1. Choose a folder,” select PROJECT California State University, Bakersfield b. Under “2. Choose a template,” select EDSP 636 signature assignment. c. Give a title “EDSP636F” (Note: It is extremely important that you use this title.) d. Click on CREATE DOCUMENT on the bottom of the page.

5. On the EDSP 636 Signature Assignment page: a. Read “EDSP 636 Course description” “EDSP 636 Signature Assignment Description” “CTC cross referenced standards with competencies” and “scoring rubric.” b. Click EDIT on the right side of the “insert your research paper here” column. c. Cut & PASTE your assignment into the blank space (after removing any unwanted LiveText instructions) d. Click SAVE e. Click FINISH

6. After scrolling back up to the top of the screen: (if you do not follow this step, your report will not be graded). a. Click Submit for Review. b. Type ylee in the dialogue box.

Now, you are done!