Assessment+3


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

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


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

- ** The graphic organizers were a very effective way of understanding what we were talking about. **  - ** I enjoyed hearing my peers tell what they learned verses reading all the information myself ** - ** I liked that you displayed the objectives prior to the lesson in order to make the class aware of what our goals of learning will be. ** - ||
 * 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: **


 * ** 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: ** ||