Assessment+4


 * **__ UCTE Program “Windows of Development” __**

**//Elementary and Secondary Education://** **//Special Education//** *(__additional__ skills sets required of all TCs completing SPED internships) **//://** |||||||||||||||||| UEDU 4/5933 ||


 * UEDU 4/5931 ||


 * ||||  || SPED 5931 ||
 * ||||  || SPED 5931 ||


 * UEDU 4/5932 ||  ||||   || SPED 5932 ||   ||||   || SPED 5933/4 ||   ||||   ||
 * ** Plan to Teach ** || **// Awareness //**  ||||  **// Emerging Practice //**  ||||  **// Basic Practice //**  ||||  **// Proficient Practice //**  ||  **// Advanced Practice //**  ||
 * ** KNOW YOUR STUDENTS ** ||
 * # TC develops a comprehensive understanding of **//students’ backgrounds//** (e.g., cultural, linguistic, ability, interests, etc.) through multiple means, recognizes this **//diversity as an asset to learning//**, and utilizes this knowledge to **//plan instruction//** that is **//responsive to this diversity//**. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC develops a comprehensive understanding of **//students’ academic, behavioral, and social needs//** through a variety of diagnostic assessment practices (both formative and summative assessments) and utilizes this knowledge to **//plan instruction//** that is **//responsive to this diversity//**. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** *SPECIAL EDUCATION ** ||
 * # TC **//integrates student and family input//** and opinions from the **//IEP process into daily planning//**. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//collaborates//** with special education CT (or team) and general education CTs to **//plan for, implement, and review accommodations, modifications, and inclusionary supports.//** ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC collaborates with special education CT to **//examine the IEP goals of three different students//** with varying needs and **//determine how the TC can help to provide support through evidence-based practices.//** ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** KNOW YOUR CONTENT, STANDARDS & CURRICULUM ** ||
 * # TC demonstrates **//in-depth and accurate content knowledge//** needed to prepare and teach lessons in all curriculum areas appropriate to area of licensure (or seeks content knowledge needed to be prepared). ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//analyzes state/district standards//** to identify the critical attributes that inform the specific knowledge and skills required of students to meet the standard (e.g., unpacking standards). ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//uses the district curriculum//**, including scope and sequence, as a **//tool for planning//** instruction, while also **//carefully considering//** what they know about **//students’ backgrounds & academic strengths & needs//**. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//collaborates//** with general education and specialized staff to **//ensure that all students//**, including students with significant support needs, are **//included in standards based academic education in the general education classroom//** with **//adaptations//** (chronologically age appropriate education, materials and activities). ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** DEVELOP RELEVANT, INCLUSIVE LEARNING GOALS AND TARGETS ** ||
 * # TC selects or creates **//relevant, inclusive learning goals and targets//** using knowledge of the state standards(including 21st century learning skills), district curriculum, and grade-level benchmarks as well as knowledge about students’ backgrounds and academic strengths and needs (including students with IEP objectives). ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC selects or creates **//language objectives//** (e.g., language processes used in learning like reading, writing, speaking, listening) appropriate to the needs of all learners and connected to the content being learned. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC plans how to **//communicate//** the content and language learning goals/targets/objectives **//to students//** so that they can articulate **//what//** they are learning, **//why//** they are learning it, and **//how//** **//they will be successful//** in demonstrating their understanding. ||  1   ||||   2   ||||  ** 3 **  ||||   4   ||   5   ||
 * ** *SPECIAL EDUCATION ** ||
 * # TC identifies and **//writes learning goals//** and interventions for a data-driven **//IEP, Positive Behavior Support Plan (PBS), and Literacy Plan//** to be implemented in a general education or **//inclusive setting.//** ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC plans for how **//IEPs are individualized and monitored//**, how **//literacy plans coordinate with literacy goals on an IEP//**, and how issues **//of PBS, transition, problem-solving, and self-advocacy//** are planned. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** ASSESSMENT ** ||
 * # TC selects or creates appropriate, high quality **//summative assessment//** that clearly aligns with learning goals/targets/objectives, district curriculum and standards. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC selects or creates appropriate (developmental, sensitive to cultural, linguistic, and ability differences), high quality **//formative assessment strategies//** that provide ongoing information to the teacher and students about student progress towards the content & language goals/targets/objectives. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC intentionally plans for ways to **//involve students in self-assessment and goal-setting//**. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** *SPECIAL EDUCATION ** ||
 * # TC conducts **//formal and informal assessments//** for the purpose of **//Specific Learning Disability (SLD) determination//** based on the **//convergence of multiple measures//** as well as other procedural requirements for entry, exit, or continuation of services within the specific educational system. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** RIGOROUS & ENGAGING INSTRUCTION ** ||
 * # TC designs a **//coherent, aligned sequence of learning opportunities//** (initially within a lesson and later across multiple lessons within a unit) that enable students to meet the learning goals/targets/objectives through the selected assessment methods. This includes **//matching appropriate instructional models//** (e.g., cooperative learning, direct instruction, inquiry) to the learning goals/targets/objectives. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC designs learning opportunities that **//build on students’ diverse background knowledge//** and uses this as a **//bridge to connect//** students to the academic and linguistic content that is the focus of the instruction. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC designs multiple opportunities within a lesson for students to be engaged in **//instructional conversations//** that allow them to **//interact//** and **//make meaning//** of the content and language skills being learned. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC plans **//differentiated learning opportunities//** to meet students’ diverse needs (e.g., small group instruction; differentiating the content, the processes students use to learn the content, and/or the ways students can demonstrate their understanding). ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC provides **//scaffolds & accommodations//** (e.g., reading guides, concept maps, graphic organizers, strategic visuals, etc.) that support student learning at **//increasingly advanced levels//** so that all students are engaged in **//rigorous//**, **//challenging//** content that is **//grade-level appropriate//** or higher for students above grade level. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//collaborates//** with other professionals including CT and learning specialists (SPED, ELL, Speech/ Lang., Interventionists, School Psych) to engage in **//co-teaching models//** to deliver specific, purposeful instruction to meet the needs of the students. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** *SPECIAL EDUCATION ** ||
 * # TC **//expands repertoire//** of **//instructional strategies//** used for a variety of purposes as well as with a **//range of different types and levels of disability//** (e.g., error analysis, assessment “matched” to stages of learning and/or topography of the behavior of interest, self-monitoring, goal-setting, prompting, problem-solving, pro-social development, transition planning, etc.). ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//co-plans//** with an emphasis on instructional strategies and accommodations and **//co-teaches with general education classroom teacher//** to provide support for students with identified and not identified needs. ||  1   ||||   2   ||||   3   ||||   4   ||   4   ||
 * ** PLANNING WITH INTENTIONALITY ** ||
 * # TC consistently engages in **//purposeful planning//** based on student needs (ability, linguistic, social, and emotional) and a clear understanding of how to move students to the next level while meaningfully including all students. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//analyzes//** **//and//** **//anticipates//** **//each step of the lesson//** to identify potential missteps for those students who need additional scaffolding and next steps for those students who show proficiency or understanding. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC strategically anticipates and plans for the inclusion of **//positive behavior supports.//** ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** *SPECIAL EDUCATION ** ||
 * # TC **//plans for the use of assistive/alternative communication//** that is **//student centered, chronologically age appropriate//** and in a **//format that meets the sensory needs of the student//** (i.e. large print, picture symbols, real objects, sign language). ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC identifies how **//educational opportunities for students with severe needs are embedded throughout the day//** to increase his/her receptive vocabulary and are evidenced by the student making meaningful choices in a variety of environments. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** Write feedback for teaching teams in this section: **


 * Nice job! Did a nice job letting us know what the objectives were for the lesson and why we were learning about them. More time to learn from the other groups would have been nice rather than focusing only on the scenario. ** ||


 * ** Teach ** || **// Refer to the __Quality Urban Classrooms (QUC)__ Observation Protocol used for coaching observations //**  ||
 * ** TC: ** What are your **//__goals__//** in the area of Teaching for the next internship? ||
 * ** Site Teams/Clinical Teacher Comments: ** ||

**// Elementary and Secondary Education: //** **// Special Education: //** ||||||||||||||||  ||
 * **// UCTE Program “Windows of Development” //**
 * ^  ||||   || UEDU 4/5932 ||


 * SPED 5931 ||  ||||   || SPED 5932 ||   ||||   || UEDU 4/5933 ||


 * SPED 5933/4 ||  ||||   ||
 * ** Monitor & Adjust ** || **// Awareness //**  ||||  **// Emerging Practice //**  ||||  **// Basic Practice //**  ||||  **// Proficient Practice //**  ||  **// Advanced Practice //**  ||
 * ** ACADEMIC PERSPECTIVE ** ||
 * # TC **//monitors for evidence of student understanding//** throughout the lesson so that **//adjustments//** can be made **//on the spot//**. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//collects data//** using **//multiple formative assessment strategies//** (anecdotal notes, observation records, think-pair-share, exit cards, etc.) to record and track student progress. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC provides **//feedback//** to students both during and after the learning experience that enables students to monitor and adjust their performance to meet the criteria for success. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//reads verbal and non-verbal cues//** while teaching (e.g. indicators of engagement, understanding, confusion, etc.) and **//adjusts accordingly//**. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC collaborates with CT to provide **//meaningful communication to families about student progress and learning//** (e.g. weekly newsletter, positive phone calls home, teacher website, progress reports, daily log). ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** BEHAVIORAL PERSPECTIVE ** ||
 * # TC **//actively monitors and attends//** to all aspects of the learning environment, **//reinforcing positive behavior//** and **//redirecting//** students’ focus on the learning. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//collects data regarding behavior//** using multiple strategies to record and track student progress, which is supportive of the classroom and school expectations. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** Write feedback for teaching teams here: ** ||

**//Elementary and Secondary Education://** **//Special Education://** ||||||||||||||||  ||
 * **// UCTE Program “Windows of Development” //**
 * ^  ||||   || SPED 5931 ||


 * UEDU 4/5932 ||


 * UEDU 4/5931 ||  ||||   || SPED 5932 ||   ||||   || SPED 5933/4 ||


 * UEDU 4/5933 ||  ||||   ||
 * ** Reflect & Next Steps ** || **// Awareness //**  ||||  **// Emerging Practice //**  ||||  **// Basic Practice //**  ||||  **// Proficient Practice //**  ||  **// Advanced Practice //**  ||
 * # TC **//individually and collaboratively//** (e.g. data teams) **//analyzes and interprets student data//** (e.g., work samples, formative and summative assessments) and **//identifies next steps//** for general instruction and targeted and intensive instruction/ intervention. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//redesigns and reteaches//** rigorous and coherent instruction by adjusting learning opportunities, interventions, assessment format, etc. for students who did not meet proficiency as well as **//plans extensions//** for students who are beyond proficiency. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//reflects on own teaching//** (in relation to student learning) in order to **//identify next steps for own professional learning//** (e.g., seeking out resources, collaborating with specialists, etc.) ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//reflects//** on overall **//classroom climate and community//** to **//identify next steps//** to support academic and behavioral growth for students and opportunities to have choice, voice in decisions, and autonomy. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC (in collaboration with CT) **//facilitates grade/department level/school-wide problem-solving processes and protocols//** using clear data to address the needs of learners who are not making adequate progress. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** *SPECIAL EDUCATION ** ||
 * # TC **//actively participates in a staffing//** (e.g. share assessment data using verbal and visual demonstrations, collaborate on the prioritization of strengths and needs, brainstorm individualized measurable annual goals). ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//evaluates the impact of differentiation//** from multiple perspectives including the **//social, cultural, linguistic//** contexts of schooling. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC shows evidence of self-initiated and continued **//pursuit of knowledge and skills related to various types and severity of disability//** to understand learners and use this knowledge to support students and families. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//supervises a paraprofessional//** as s/he provides support for one or more students. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//participates actively during the summary, analysis, and interpretation of formal and informal assessment data//** for the purpose of SLD determination and/or other procedural requirements for entry, exit, or continuation of services within the special education system. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * # TC **//participates in evaluation of the effectiveness of tiered interventions//** on students’ academic, linguistic, and behavioral success. ||  1   ||||   2   ||||   3   ||||   4   ||   5   ||
 * ** Instructors write feedback for teaching teams here: ** ||