University of Vermont Special Education Minor: Practicum Handbook/Syllabus 2011-2014

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Contents
Purpose ......................................................................................................................................................... 3 Placement Criteria ........................................................................................................................................ 3 Schedule ........................................................................................................................................................ 4 Agreements ................................................................................................................................................... 4 Practicum Requirements at a Glance............................................................................................................ 4 All students: .......................................................................................................................................... 4 Additional Requirements for 6 credit practicum students: .................................................................. 5 Grading Policies and Procedures .................................................................................................................. 5 Appendices.................................................................................................................................................... 6 Product Requirement Descriptions........................................................................................................... 6 Field Logs............................................................................................................................................... 6 Classroom Observation ......................................................................................................................... 7 IEP at a Glance....................................................................................................................................... 7 Lesson Plan............................................................................................................................................ 8 Record Review ...................................................................................................................................... 8 Confidentiality Agreement........................................................................................................................ 8 Professionalism Checklist........................................................................... Error! Bookmark not defined. Practicum Agreement ............................................................................................................................... 11

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Purpose
The purpose of the special education minor practicum is for UVM students to gain experience working with students with exceptional needs in a school-based or human service setting. The practicum will allow UVM students to become familiar with the role of special educator, ELL teacher or Human Service provider. In addition students may learn about the special education process, ELL services, and social service delivery. Through observation, students will also gain additional insight into service delivery models and inclusion. Learning Objectives include: *Gain practical experience working with students with disabilities in field sites *Collaborate with professional service providers to learn instructional strategies and interventions related to working with individuals with exceptionalities *Conduct inquiry into a topic of interest related to field placement *Review a special education file and become familiar with contents through documentation of key information *Observe pedagogical strategies and approaches in learning contexts and document through reflection

Placement Criteria
a. Placements should be in a school-based or human service setting b. Placements require consent of the school or agency administrator c. Mentor teachers can be a: special educator, title 1 teacher, ELL teacher or speech language pathologist social worker or human service provider. However, practicum students must have access to students with exceptionalities. Additionally, sites must facilitate access to files for record reviews as well as provide opportunities to conduct interviews with colleagues and observe meetings. d. Sites must afford practicum students the opportunity to provide classroom based support and/or instruction. Placements should not rely or plan on curriculum being implemented by the practicum student. Instructional support offered by the student should be considered “add-on.” e. If a practicum student is a “no-show” on the first day of their placement, they will be automatically dropped from the practicum. 3

Schedule
a. For a three credit practicum the requirement is 3 hours/week for 15 weeks or the equivalent of 45 contact hours. For a six credit practicum, the hours would be 6 hours/week for 15 weeks or 90 contact hours. b. Practicum placements must begin the first week of University classes and conclude during exam week with the exception of summer practicums that will be arranged in accordance with summer schedules. c. Any changes in schedule or start/end dates need to be negotiated between: the student, site based mentor and University Coordinator. d. If a student misses more than 3 hours in the site placement, hours will need to be made up. If students miss more than two scheduled sessions in the site, continuation of the placement will contingent upon approval of both the site based mentor and University Coordinator.

Agreements
a. Students are expected to uphold confidentiality requirements as well as demonstrate the highest standards of professionalism, including regular attendance, professional communication and dress. b. Field-based mentors will provide students with opportunities to gain field experience working with children with disabilities and will additionally foster experiences that will allow students to meet product requirements. c. University Coordinators will communicate as needed through email and/or phone with field based mentors. Additionally, University Coordinators will set up the initial meeting between a student and a potential field based mentor. Lastly, University Coordinators will make 1 site visit/observation of the student for every 3 credits of practicum. d. Students will be allowed to complete up to 6 credits of practicum credit in a given year.

Practicum Requirements at a Glance
All students: All of the assignments should be completed and submitted through the course Blackboard site. a. Learning Log: Students will record the date/time/activities completed each time they are in the field. In this log they will also write 1 reflective journal entry for each date. For students completing 6 credits whose hours are spread across 2 days, only 1 entry per week is required. 4

b. Record Review: Students will review the components of 1 special education file. They will create a record of what types of information they found in the file and how it was organized (see appendix for example). c. Classroom Observation: Students will observe an inclusive classroom and comment on how students are organized for instruction, the different types of adults working in the classroom and their roles, and specific strategies or interventions they found intriguing (see appendix for example). Alternate observations can be arranged for non-school settings. d. Article Review: Students will investigate and summarize a research article that connects to issues of interest from their practicum site. Summaries will be posted on the Wiki in Blackboard. (see appendix for further detail). e. Students will write 1 lesson plan that will be submitted to the University Coordinator when he/she comes to observe the student (see appendix for example). f. Students will solicit feedback from their mentor on “professionalism” using the PADA rubric (see appendix). Additional Requirements for 6 credit practicum students: All of the assignments should be completed and submitted through the course Blackboard site. g. Additional Observations: Students will select two more types of experiences to observe and write a reflection on. Experiences might include: eligibility meeting, IEP meeting, EST meeting, literacy support meeting, small group instruction either in or out of the classroom, testing session. h. Students will look at one student’s IEP and write an IEP at a glance (see appendix for example). i. If a student is not in a school site, the additional experiences may include alternate activities to be negotiated with the University Coordinator.

Grading Policies and Procedures
Students will be graded using the following criteria: e. Attendance—30 points f. Satisfactory Completion of all products (to be submitted on Blackboard)—65 points g. PADA rubric-5 points Total—100 points Students are expected to meet deadlines which will be determined by the University Coordinator at the beginning of the semester. All student work must be completed and uploaded to Blackboard by the last day of classes during the semester.

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Accommodations: Students in need of accommodations related to course delivery, assignments, etc. should provide a letter stating the need for accommodations and/or should contact me at their earliest convenience so that we may develop an accommodation plan for the semester. In addition, students with concerns regarding completion of assignments and/or grading need to notify me as soon as possible so that these issues may be addressed. Grades of "incomplete" will be given only to students who have made advance arrangements for an extended timeline for completion of coursework. In accordance with the policies established by the Dean’s Office of the College of Education and Social Services, these are granted only for extenuating circumstances, such as those involving personal or family emergencies. Course Policies

Academic Honesty & Professionalism All students are required to be familiar with and adhere to the “Academic Integrity Policy Procedures” delineated by the University of Vermont:
http://www.uvm.edu/policies/student/acadintegrity.pdf

Religious Observance The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

Appendices
Product Requirement Descriptions Field Logs 1 Entry per week in the field is required. Sample Format:    Date and Time: Activity/Activities: Reflection: 6

Classroom Observation Observe a mainstream classroom for 45 minutes. If your placement is in a human service setting, work with your supervisor to determine another appropriate observation setting. Through your observation answer the following questions in a 1-2 page typed reflection: 1. How many students are in the class? What is the grade level? Describe the student makeup in the classroom. 2. List the adults in the room and describe their professional roles. 3. What is the activity/lesson that is happening during your observation? Describe the content of what students are doing. 4. How is the classroom arranged? (Desks, tables, small groups, rows?) 5. Did you observe any specific instructional or behavioral management strategies? If so, describe how they were used. 6. Comment on the classroom community—do you see evidence of inclusive practice? How is instruction differentiated for a range of learners? 7. Write down any additional thoughts, ideas or questions that emerged during your observation (For additional observations, record the date, context for meeting, participants, major topics discussed and overall impressions)

Article Review
Think about your field site and the setting where you are completing your practicum. Are there topics of interest that you’d like to learn more about? Challenging issues facing students or teachers? Interventions? Systems such as PBIS or RTI being implemented? Identify a topic of interest and then search for a journal article that addresses the topic. Write a 1-2 page summary that has the following elements and post on the Blackboard Wiki: a) A brief statement about why you chose the topic. How does it connect to your field site? Why is it relevant? b) A summary of the key ideas and issues identified in the journal article c) 2-3 key points that you found most interesting or that raised more questions for you d) bibliographic information for the article so that others can access it.

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Note: articles should not be older than 2008

IEP at a Glance Format:  Student’s disability:  Strengths/Interests:  Accommodations:  Service/Staffing Needs:  Goals/Objectives (summarized):

Lesson Plan Format:  Context: Age/grade of students you are providing instruction to  Rationale: Why are you providing this instruction?  Goal and Objectives: What are you hoping the students will learn  Instructional Sequence: List the instructional components of your lesson  Measurement: How are you monitoring progress?  Materials: What materials are you going to need?  Setting: Where is the lesson taking place?

Record Review Format: 1. Review a special education file. 2. Record the types of documents located in the file. 3. How is the file organized? 4. What types of information can you learn about a student from the special education file?

Confidentiality Agreement CONFIDENTIALITY AGREEMENT As an Intern I recognize the importance of protecting student/parent rights to confidentiality 8

and agree to all of the following: 1. I will participate in training on the standards set forth in P. L.. 93-380 - The Family Educational Records Privacy Act (FERPA, also known as the Buckley Amendment of 1976). 2. All information received on children while participating in the internship will remain confidential. 3. Although FERPA permits interns and student teachers to review student records, I understand that access to files and other confidential information may be prohibited by local school district policy. In any case, I agree to inform parents that I will be providing instructional services to their children and will seek their permission (in writing) to review student records, using the appropriate local school district documents and procedures. 4. If parents have signed special permission granting access to a child's IEP and cumulative record, it is within my rights to read the IEP and cumulative record. I realize that permission to access an IEP does not give me the right to access the cumulative record unless I have written permission for both. 5. All programs implemented with children will be part of an approved IEP. In addition, permission will be obtained prior to implementing programs. 6. All reports on children's instructional programs written as partial fulfillment of course work requirements will comply with the provisions of FERPA. The reports will contain no information that identifies the child or the specific location of the program. That is, the child's name or other information that would allow a reader to identify the child will not be contained in the report. The location of the child's place of residence or the educational program will only be identified to the extent that is necessary to give clarity to the document. 7. Internship products that are not among those documents typically produced as part of the IEP process are the sole property of the Intern and are not to be made part of the child's file unless a specific request is made by a parent or appropriate public school personnel. This excludes documents such as IEPs and Comprehensive Evaluation Reports that are prepared as a result of a multi-disciplinary process and under the direct supervision of the Field-Based Supervisor who will insure that documents meet federal, state and local standards. 8. A copy of instructional program reports will be shared with the teacher and parents. The teacher and parents will have the right to ask that any portion of the report which is not accurate or identifies the child or exact location of the program be amended or deleted from the report. 9

DATE: INTERN SIGNATURE:

EDSP 295 PADA

Date: School Site: Intern: Person(s) Completing Assessment:
PROFESSIONAL PRACTICE
Collegiality

Emergent

Satisfactory

Not fully capable of, or reluctant to share and exchange ideas and materials with others.

Shares and exchanges ideas and materials with others.

Policies and Practices

Is aware of school policies and practices but it is unclear that the candidate understands them fully. (e.g., confidentiality, FERPA, student discipline) Inconsistently completes assigned tasks or duties. Sometimes needs to be reminded. Frequently late to placement. Occasionally makes statements or comments about students, faculty and/or staff that are intimidating, offensive or otherwise insensitive, inappropriate and/or unprofessional. Demonstrates some initiative and/or regularly depends on others for direction, ideas, and motivation. Some evidence of ability to be proactive and problem solve. Usually dresses professionally/appropriately. There are days, though limited, when dress does not meet school norms. In attendance the majority of the time. Prompt most of the time.

Is aware of school policies and practices and adequately follows school/university policy and practices. (e.g., confidentiality, FERPA, student discipline) Attends to assigned tasks and duties without prompting. Consistently on time.

Reliability

Interpersonal Skills

Interactions with students, faculty and/or staff are professional, positive and demonstrate effective listening skills. Demonstrates awareness of cultural differences.

Intrapersonal Skills

Demonstrates initiative and seeks others out for direction, ideas, and motivation when appropriate. Is proactive and a problem solver. Dresses professionally/appropriately at all times, meeting school norms.

Professional Appearance

Attendance

Always in attendance, always on time.

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COMMUNICATION
Modes of Communication

Emergent
Uses a variety of forms of communication: oral, written, and digital. Generally communicates with students, parents, administrators, and colleagues using the appropriate mode of communication for a given situation. Concepts and ideas presented in writing are sometimes unclear or disorganized. Spelling and grammatical errors exist. Language is unprofessional and inappropriate.

Satisfactory
Uses a variety of forms of communication: oral, written, and digital. Consistently communicates with students, parents, administrators, and colleagues using the appropriate mode of communication for a given situation.

Written

Concepts and ideas presented in writing (including electronic communication) are clear and organized. Spelling and grammatical errors are rare. Language is always professional and appropriate. Oral expression is articulate. Voice resonance is clear and intonation and volume are appropriate. No evidence of unprofessional language. Regularly demonstrates appropriate and professional body language.

Oral

Oral expression is usually articulate. Some evidence of unprofessional use of language. Voice resonance may not always be clear. Some use of inappropriate gestures, body movement, and facial expressions. Is aware of inappropriate nonverbal expression and desires to makes changes. Receptive to feedback, but no evidence of change in behavior based on feedback. Aware of and sensitive to issues of gender, sexual orientation, race, ethnicity, religion, class and exceptionality in the classroom. Limited ability to address these issues through instruction, assessment, and classroom management. Works infrequently with others to plan or prepare materials for instruction. Hesitant to interact with other adults in the classroom/setting.

Non-verbal expression

Response to feedback Diversity

Receptive to feedback. Evidence of appropriate changes to practice based on feedback. Understands and is sensitive to issues of gender, sexual orientation, race, ethnicity, religion, class and exceptionality in the classroom. Able to address these issues through instruction, assessment, and classroom management.

Collaboration

Shows a willingness to co-plan and actively engage with other adults in the classroom/setting.

Strengths:

Practicum Agreement
I have read and understand the practicum requirements for the University of Vermont Special Education Practicum. I understand that it is my responsibility to attend my practicum and communicate with my cooperating teacher if I am unable to do so. I also understand that failure to show up on the first day of the practicum or missing more than two field sessions

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without explanation may result in removal from the practicum experience at the University of Vermont. Name:____________________________

Signature:_________________________

Date:____________________________

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