Special Education Dual

Endorsement Program

Candidate Handbook

Southern Oregon University

School of Education

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Welcome to the Southern Oregon University School of Education Dual Endorsement Special Education

Program

The Dual Endorsement Program is for individuals who already hold (or are eligible to hold) an Oregon teaching

license. Completion of the Dual Endorsement Program will add the special education endorsement to your

teaching license at either the elementary or secondary level. The Dual Program requires the candidate to complete

36 credits of coursework and internship. The Dual+Masters Program offers the added endorsement plus a

Master’s Degree in Education. This program is the 36 credits for the endorsement plus an additional 9 credits

(SPED 519: Action Research in Special Education and 2 3-credit electives). This handbook covers program

requirements, course descriptions, and policies and procedures. Please review this material carefully. While

program faculty and advisers will do all they can to assist you in completing this program, it is your responsibility

to understand what is required of you in all aspects of the program.

TABLE OF CONTENTS

Dual Endorsement Program of Study and Course Descriptions …………………………………………… 3

Field Experiences and SPED 511: Internship Description…………………………………………………. 5

Work Sample Guidelines…………………………………………………………………………………… 8

Work Sample Evaluation Form……………………………………………………………………………. 13

Work Sample Verification Form…………………………………………………………………………... 18

Sample Letter to Parents…………………………………………………………………………………… 19

Program Policies……………………………………………………………………………………………. 20

Admission and Retention Committee Policies and Procedures…………………………………………….. 22

Petition for Transfer / Waiver Form……………………………………………………………………….. 24

CONTACT INFORMATION

Gregg Gassman, Coordinator, Special Education Program 541.552.6095 gassmang@sou.edu

Megan Farnsworth, Faculty, Special Education Program 541.552.8390 farnsworm@sou.edu

Geoff Mills, Dean, School of Education 541.552.6920 mills@sou.edu

William Greene, Chair, School of Education 541.552.6921 greenew@sou.edu

Margaret Wright, Licensure Specialist 541.552.6938 mbwright@sou.edu

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Dual Endorsement Program of Study

SPED 511: Internship (8 credits)

SPED 530: Law and Policy (4 credits)

SPED 531: Collaboration, Consultation and Communication (3 credits)

SPED 532: Administration and Interpretation of Assessments (3 credits)

SPED 533: Behavior Management (3 credits)

SPED 534: Interventions in Academic Skills - Math Methods (3 credits)

SPED 535: Interventions in Functional Skills (3 credits)

SPED 536: IEP Development (3 credits)

SPED 538: Characteristics of Exceptionalities (3 credits)

SPED 539: Interventions in Academic Skills –Reading Methods (3 credits)

TO ADD THE MASTERS IN EDUCATION DEGREE

SPED 519: Action Research in Special Education (3 credits)

Plus 6 credits of electives. Electives must be approved by the Special Education Academic Advisor assigned to

the candidate.

Description of Courses SPED 511: Internship This is the culminating experience for candidates in the dual endorsement special education program. At the end of this experience, the intern will be endorsed to teach in both special education and general education settings. This experience is designed to give the intern maximum opportunity to direct and manage the special education setting to which they are assigned. When appropriate, the intern should assume total responsibility for student instruction, scheduling, management, and mainstreaming, as well as working with classroom assistants, parents, volunteers, and regular education staff whenever possible. A work sample is the capstone project for the internship. OFFERED FALL, WINTER AND SPRING -- SEE BELOW FOR MORE DETAILS ON THE INTERNSHIP AND WORK SAMPLE REQUIREMENTS SPED 530: Law and Policy Provides an overview of laws and litigation affecting special education. Includes the development of laws that govern special education beginning with P.L. 94-142 through the current re-authorization of IDEIA, a review of §504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. The course will also include a review of major litigation since 1954 that has shaped and continues to influence special education practices. SUMMER or FALL ONLINE SPED 531: Collaboration, Consultation and Communication Discusses collaboration and consultation with parents, colleagues in general and special education, and community agencies. Addresses diversity and cultural competence from a social justice perspective. Candidates are expected to have the knowledge and ability to communicate with agencies outside the school that impact individuals with disabilities. FALL HYBRID SPED 532: Administration and Interpretation of Assessments This course prepares teachers to interpret results from standardized norm referenced assessments as well as teacher made, curriculum based assessment instruments commonly used in public schools. Covers writing assessment reports as well as interpreting the reports of others and explaining the results to parents and other teachers. NOTE: This course requires field-based application. It is the candidates responsibility to locate subjects to practice administering assessments. FALL HYBRID

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SPED 533: Behavior Management Introduces the theory, vocabulary, principles, and techniques for fostering a learning environment with a positive atmosphere. Includes a variety of management models, ways to preserve the dignity and human rights of students with disabilities, and legal and district policy responsibilities regarding behavior and behavior management. Candidates will learn strategies for assessing individual and group behavior, and apply theories to develop behavior management plans for both groups and individual students. NOTE: This course requires field-based application. It is the candidates responsibility to locate subjects to practice conducting FBAs and developing BIPs. FALL HYBRID SPED 534: Interventions in Academic Skills - Math Methods This course is designed to provide instruction in the planning, development, and implementation of academic curriculum and lessons for the student with special needs, with emphasis on mathematics. Modifying the general education curriculum, developing parallel curriculum, and providing supplemental curriculum are major topics. Emphasis is on creating opportunities for students with special needs to succeed in a general education settings by utilizing appropriate modifications whenever possible. NOTE: This course requires field-based application. It is the candidates responsibility to locate subjects for practicing math instruction. WINTER HYBRID SPED 535: Interventions in Functional Skills This course develops students’ skills in designing interventions for students with severe disabilities. Includes instruction in self-help skill development, social skills, home-living management, recreational activities, dietary instruction, and a variety of living and family-life skills. Discusses transitions from early educational settings to those provided for the older student, with a primary focus on the transition from school to community life. WINTER HYBRID SPED 536: IEP Development Covers the preparation, development, implementation, and evaluation of the IEP and all of the review procedures relating to individualized programming. Prepares special education teachers to plan and conduct meetings in accordance with federal, state, and district regulations. Bridges information gained in assessment and interventions classes and provides practical experience in developing programs based on that information. Introduces technology appropriate to the development and maintenance of records. SUMMER or SPRING ONLINE SPED 538: Characteristics of Exceptionalities Focuses on the categories of exceptionalities included in the Individuals with Disabilities Education Improvement Act and Oregon OARs. The course will include information about causes of exceptionalities, definitions for each category of eligibility, and criteria for identifying students under each eligibility category. SUMMER or WINTER ONLINE SPED 539: Interventions in Academic Skills – Reading Methods Candidates will extend their study of the classroom teaching processes by integrating information and knowledge from other courses taken during the fall term into the study of learning to read and best practices in reading instruction. Emphasis will be placed on effective strategies for standards-based reading education, assessment, and creating effective learning experiences for diverse learners. NOTE: This course requires field-based application. It is the candidates responsibility to locate subjects for practicing reading instruction. WINTER HYBRID SPED 519: Action Research in Special Education Develops knowledge and skills in appropriate action research techniques. Participants will develop skills of designing studies to be carried out during the academic year. In addition, methods of data collection related to the special education setting will be discussed. The culmination of this course will be reflected in the research-based practices documented in the work sample. SUMMER, 1st SESSION, REQUIRED FOR MASTERS IN EDUCATION

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FIELD EXPERIENCES

The Dual Endorsement Program is an open-admission program. That is, candidates may begin in any term, although it is strongly recommended candidates begin in either the summer or fall terms. Because of the structure of the program, it is the candidate’s responsibility to secure opportunities associated with the course requirement. For example, in SPED 532: Administration and Interpretation of Assessments, a requirement is the administration of a complete battery of assessments to a school-aged student. If you are not in a current teaching placement, you will need to locate a school-aged student to administer the assessments. This may be someone you know (a relative, a neighbor or friend’s child, etc.), or it may be necessary to volunteer in a school to have access to students. Program faculty will assist as much as possible, but it is your responsibility to have access to students and schools to meet course requirements. In the case of SPED 511; Internship, program faculty will work with you to secure an appropriate site if you are not in a special education setting. As much as possible, faculty will secure this site at least one term prior to your internship. Again, it is your responsibility to keep your adviser up to date on your needs. If you wish to complete the internship outside of the southern Oregon region or if you are not in a current teaching position, faculty will need sufficient advanced notice to assist you in securing a suitable location. Remember, it is the responsibility of the Program faculty to formally establish an internship site. Coordination between the Program and school districts or education services districts must come from the Program, not the individual candidate. Faculty will honor your request to the greatest extent possible. MAKE AN APPOINTMENT WITH YOUR PROGRAM ADVISER AT LEAST THE TERM PRIOR TO YOUR INTERNSHIP TO REVIEW THE REQUIREMENTS AND PREPARE FOR THE WORK SAMPLE.

SPED 511: Internship Description This is the culminating experience for candidates in the Dual Endorsement Special Education Program. At the end of this experience, the candidate will be eligible to be endorsed in special education. It is a half-day, full-term internship experience, and is designed to give the candidate maximum opportunities to direct and manage the special education setting to which they are assigned. Where appropriate, the candidate should assume total responsibility for student instruction, scheduling, management, and mainstreaming, as well as working with instructional assistants, parents, volunteers, and general education staff. The candidate’s length of stay in this experience is based on the school calendar of the assigned school. For those in assigned placements, the candidate is expected to spend a minimum of 180 hours of direct student contact, as well as attending all meetings necessary to support student instruction and services. The candidate's arrival or departure each day should correspond to that of the mentor teacher. Attendance at IEP meetings or MDT meetings, which may be outside the normal schedule, is expected. Candidates in contracted settings will use this as their field setting, with mentoring at the building or district level. Course Requirements

• Instructional work sample (See the Work Sample Guidelines below) • Developing Individual Education Plans • Conducting eligibility and IEP meetings (as appropriate)

Roles and Responsibilities

NOTE: The nature of the internship will vary depending on the status of the candidate. If assigned to a placement by the University, all of the following guidelines will apply. If the candidate is misassigned to full or part time special education position, the following guidelines will be adapted on a case-by-case basis. Of the Candidate:

1. Meet with the mentor teacher during the first week of the term to set a mutually agreeable schedule; in particular scheduling meeting and observations times throughout the term. If the candidate is placed outside of their contractual position, the schedule should consist of 5 half-days each week (about 18

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hours/week), or 2 1/2 full days per week, or any other combination that would add up to 180 hours spread evenly over the term. A full day schedule for five weeks is not acceptable.

2. Develop with the mentor teacher plans for the internship experience, including a specific plan for increasing responsibility in the setting (as appropriate). Procedures and standards for observations, debriefing meetings, and evaluations should be established at this time (determining specifically what expectations the mentor teacher has for candidate performance, determining how specific items on the mid-term and the final evaluation are to be interpreted, etc).

3. Be receptive to feedback and suggestions from the mentor teacher and the university supervisor. The candidate will demonstrate positive and constructive attitudes in this area.

4. Adjust teaching style to conform to the routine established by the mentor teacher as appropriate. The candidate is encouraged and advised to try innovative and creative approaches, and to attempt techniques that might not always be successful. They must be within the range of procedures that are acceptable to the mentor teacher.

5. Take part in child study team meetings (as appropriate) in conjunction with pre-referral activities. 6. Conduct assessments related to eligibility, evaluation, and development of the Individual Education Plan

(IEP). 7. Take part in and lead as appropriate eligibility and IEP meetings. 8. Schedule attendance (if applicable) with the mentor teacher and notify the mentor teacher and university

supervisor in advance if deviations from the schedule become necessary. The candidate is required to keep account of the time spent in the setting.

9. Schedule two three-way conferences with the mentor teacher and university supervisor; one at midterm to review the candidate’s progress, and one at the end of the experience to complete the Field Experience evaluation form and TSPC Student Teaching Summary Form.

10. Maintain timely communication with the university supervisor about progress in the field setting. Notify the university supervisor if any difficulties arise that may threaten the successful completion of the practicum.

Of the Mentor Teacher:

1. As appropriate, allow the candidate full control of setting in order to provide opportunities to take increasing responsibility in the setting, including substantial time of full orchestration of the special education setting.

2. Assist the candidate in developing and implementing effective behavior management strategies with groups and individual students.

3. Provide opportunities for the candidate to explore strategies and techniques not practiced by the mentor teacher.

4. Inform the candidate about meetings regarding students that would be appropriate for the candidate to attend (e.g., transition meetings, IEP, § 504, etc.).

5. Assist the candidate in developing and implementing Individual Education Plans (IEP). 6. Assist the candidate in participating, and leading as appropriate, eligibility and IEP meetings. 7. Evaluate the candidate 's progress on a continuous basis, and prepare a mid-term and final evaluation on

the forms provided. Conduct a minimum of three formal observations on the candidate’s delivery of instruction. The evaluations must be in a form acceptable for inclusion in the candidate ’s permanent folder. Daily feedback and constant communication is essential.

8. Communicate with the university supervisor during on-site visits and through the Practica Blackboard, giving frank and honest feedback regarding the candidate's performance.

9. Provide guidance and planning assistance to the candidate in the production of the work sample, and provide opportunity for the candidate to work with groups of students to complete this requirement. The candidate should be allowed time to do any necessary assessments and to implement instruction. The creation of the work sample should be done away from the practicum setting.

10. Maintain timely communication with the university supervisor about progress in the field setting. Notify the university supervisor if any difficulties arise that may threaten the successful completion of the practicum.

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11. Complete the midterm and final evaluations and TSPC Student Teacher Summary Form in conference with the candidate and university supervisor.

Of the University Supervisor:

1. Provide all involved parties with information on the goals of the internship experience. 2. Work with the mentor teacher and the candidate in planning and implementing instruction, IEP

development and other activities. 3. Observe and evaluate candidate performance 2 to 3 times during the internship experience. 4. Complete the midterm and final evaluations, and TSPC Student Teacher Summary Form in conjunction

with the mentor and candidate. 5. Serve as a liaison between the university, the public schools, the mentor teacher, and the candidate. The

university supervisor is responsible for assigning a final grade for the candidate.

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Southern Oregon University Special Education Program Work Sample Guidelines – Dual Endorsement Candidates

Candidates in the Dual Endorsement Special Education Program are required to complete a work sample associated with SPED 511: Internship. The work sample represents the special education candidate’s ability to assess student performance and foster learning through effective instructional design and implementation. The work sample contains a review of assessment of student’s current level of academic and / or functional performance, goals and short term objectives related to the IEP, informal assessment of the student’s academic and / or functional performance in the educational setting, instructional plans to accomplish goals and short-term objectives, data on learning results and teaching effectiveness, interpretation of learning, and plans for furthering student progress. The work sample will address specific academic or functional skills in reading and mathematics.

In general, the work sample is a record of what teachers do every day -- the process of identifying student needs, assessing student performance, developing goals and short-term objectives which will meet those needs, the planning and implementing of instruction which meets the designated goals and short-term objectives, the documentation of how well students met goals and short-term objectives, and an evaluation of student performance and of the quality of the instruction itself.

The work sample is thus like an IEP that is to be implemented over a period of weeks instead of a full year of activities – however, the statement of goals and short-term objectives will reflect those found in an annual IEP, while the instructional plan will be a “snapshot” for this period. The success in developing the work sample will be judged on how well student’s needs are assessed, how closely the goals and short-term objectives match the needs, how well the instructional design fits the goals and short-term objectives, and how planning, implementing, and evaluating instruction and learning occurs.

The format of the work sample is a three-ring binder with a pocket in front to contain the supervisor’s rating of the work sample and verification of implementation signed by the mentor. Use tabs to designate each section of the work sample, and each tab should correspond to a heading in the evaluation of the work sample; e.g., Description of the Setting and Student(s), Assessment Results, IEP (e.g., Present Level of Academic and Functional Performance (PLAAFP), Goals and Short-term Objectives), Instructional Plans, Analysis of Evaluation, and Reflective Essay. Remember that the work sample is often used in interview situations to illustrate competence as a special educator -- it should be neat, well organized, creative, and professional in every sense. Remember to protect students’ identities throughout, and to observe professional behaviors in regard to the handling and reproduction of assessment data, personal information, and school documents. Since we keep the work samples on file for a year, submit a copy of the work sample and keep the original, but all materials must be included in the copy (assessment forms, student work, etc. may be copies instead of the originals).

Plan and implement instruction in both reading and math that allows multiple students to reach the goals and objectives, and document the students’ progress at every step. The emphases on this work sample are on instructional skills and in matching instruction to assessment results and goals and objectives with groups of students. ”Groups” are defined as 4 to 6 students; this may vary depending on placement. All students within the group must be receiving that specific service (i.e., in math or reading) on their current IEP. If a student is receiving both math and reading, they may be members of both groups. Use any formal and informal assessment

NOTE: Work samples must be viewed as scholarly activities. They are used within the program as the Master’s Thesis. The construction and presentation of the work samples are reflections of effective communicate. Conciseness is imperative - do not belabor points to “fill space.” The role of program faculty is to provide feedback on the content of the work sample, not on the construction of it (e.g., grammar, syntax, etc.). If assistance with writing skills is needed, utilize a peer editor or access the University’s Writing Lab (Hannon Library, 541.552.8415). Work samples submitted without adequate proofreading and editing will be returned without comment.

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data in the students’ files that are current, in addition to other types of assessments. Conduct pre-assessments with all of the students targeted for the work sample. NOTE: For each section described below a specific submission timeline will be developed between you and your University Supervisor. It is critical to adhere to these timelines.

For the work sample:

Provide a description of the school and classroom environment (or where services are delivered). You may include a description of the community. This should be very brief in narrative form only (do not reproduce Chamber of Commerce, web, or other tourist-type information). The description of the school should include relevant demographic information of the student body, the extent to which special services are provided (resource, site-based, self-contained, etc.), and the number of students served in all special education settings; with a comprehensive breakdown of students served in your setting. Provide background information on the all target students, including demographic information, any information related to the students’ school experience and home environment that may impact performance, and any other relevant information. These are case histories on the targeted students. (HEADING: “Description of Setting and Students”)

Provide the information upon which the goals, short-term objectives, present level of performance, and instructional plans are developed. Provide information from standardized assessments of the targeted students, along with curriculum-based assessments upon which the instructional plans will be based. Conduct file reviews on all targeted students. In no case may present level statements, goals and short-term objectives, or instructional plans be made without complete and relevant assessment data whether it originates from you or is taken from other sources (e.g., IEP, mentor’s records, etc.). (HEADING: “Assessment Results”)

(NOTE: The HEADING of the following section is “Individualized Education Program” - it includes the following subsections: “Present Level of Academic and Functional Performance” and “Goals and Short-Term Objectives” described below)

Analyze and interpret assessment results, indicating the student’s strengths and areas to be addressed. Write a separate complete and comprehensive Present Level of Academic and Functional Performance (PLAAFP) statement that describe each student’s current functioning, parent and teacher concerns, and impact of the exceptionality on the students’ ability to engage in the general education curriculum. Include in the PLAAFP transition statements. The transition statements should reflect post-secondary or movement from one level to another (e.g., elementary to middle, middle to high). ALL AREAS ON THE PLAAFP MUST BE COMPLETE AND IN THE ORDER PRESENTED ON THE IEP FORM. The PLAAFP must be based on assessment and supplemental data; whatever you identify as strengths and areas of concern must be related to the data. One PLAAFP statement can encompass all areas covered in the work sample, or individual PLAAFPs can be generated for each area. The PLAAFP should be used to develop the IEP goals and short-term objectives for each area addressed. Model your PLAAFP statement on those found on the IEP. (HEADING: “Present Level of Academic and Functional Performance”)

Write IEP goals and short-term objectives for the selected areas. Write separate IEP goals and short-term objectives for the selected areas for each student targeted. Based on the PLAAFP and any other diagnostic information, establish goals and short-term objectives which include working with students’ strengths; create short-term objectives that relate directly to the stated goals; identify criteria and measures for evaluating performance that are clearly stated and reasonable for providing direct information about student progress; and address affective, as well as cognitive and / or functional areas (where appropriate). All goals and short-term objectives must be clear and concise. (HEADING: “Goals and Short–Term Objectives”)

Instructional Plans The Instructional Plans for the Work Sample will be divided into 2 sections: Summative Plans and Formative Plans. The Summative Plan will be the umbrella under which the Formative Plans will be developed. You will have one Summative Plan in Reading and one in Math. Under each of these you will create as many Formative Plans as sessions during the span of instruction (e.g., if you meet with the student every day, you will have 20 to 30 Formative Plans; if you meet 3 times a week, you will have 12 to 18 Formative Plans). Use the enumerated items below as headings within this section.

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Summative Plans For the Instructional Plans outline what you intent to accomplish over the complete span devoted to the work sample instruction, usually 4 to 6 weeks. For this part of the INSTRUCTIONAL PLANS section, provide the following: 1. Rationale: Based on the assessment results and the IEP why select the specific targeted skills. This

rationale must be data-based and aligned with the IEP Goals and STOs. This is a brief narrative (2 to 3 paragraphs). Cite data as needed.

2. Time Line: Provide an overview of the time line, indicating benchmark points (e.g., moving from one skill area to another, transition points, etc.) for the entire instructional period.

3. Setting: Identify where the instruction will occur. 4. Goal and Related STO: Write a concise goal targeting the broad skill to be targeted; identify the

specific Short Term Objective from the IEP the goal addresses. 5. Objective(s): Write instructional objectives in behavioral terms (The student will [skill] by [action] at

[criteria level of performance]. Write as many objectives as needed to address the Goal over the entire instructional period. Use a task analysis approach to help identify specific skills (which will translate to objectives), especially in areas that have sequential skills leading to the skill identified in the Goal.

6. Differentiation: Detail how you will differentiate according to the range of needs and abilities within the group. This may take the form of differing criteria, differing materials, differing response patterns. Be as precise as possible – refer to the Assessment Results and IEPs for each member of the group.

7. Outcomes and Summative Evaluation Methods: Detail the projected outcomes for each objective listed above. Based on the skill identified in the goal, how will you assess the student’s current level of performance (pre-assessment) and the level of performance at the end of the instructional period (post-assessment). Be specific in the measure, the metric, and procedures (including when each measure will occur and how you plan to analyze the data). How will these data provide “evidence” of best practice.

8. Collaboration: Detail how you plan to collaborate with general education colleagues. This may be aligning with general education curriculum, adapting or modifying the curriculum, providing instruction within the general education setting, etc. If you are not directly collaborating with general education (i.e., severe needs settings), detail how your instruction will lead to greater mainstreaming or inclusion of the students in the general education setting.

Formative Plans You will submit formative instructional plans for a 2-week period 3 times. This will allow you to use the formative data to make instructional decisions for the next week of instruction. For each instructional session within the span of instruction, detail specifically how you will provide effective instruction and engage students. For each plan below, relate to the specific objective detailed above. For each section of your Formative Plans, provide an estimate of time needed to complete the section. For this part of the INSTRUCTIONAL PLANS section, provide the following: 1. Related Objective: From the summative plans, which objective(s) are you addressing. Be sure to state

in behavioral terms, with criteria indicating mastery learning. The formative evaluations must be aligned with the objectives and criteria.

2. Review and Assess for Prerequisite Skills: How will you measure the student’s current level of knowledge / skills or this particular session? This is needed to establish a baseline level of skills to determine the overall effectiveness of the instruction. In order to link instruction, you need to review previously covered/mastered skills – how will you do this?

3. Gaining Students’ Attention: Before you begin instruction, you must be certain all students are attending. Using anticipatory activities is one way to accomplish this. What question, strategies, activities, etc. will you use to make sure you have all eyes (and ears) on you?

4. Purpose of the Lesson: The content of the lesson (goals, objectives, outcomes) must be clearly stated and understood by the learners. Show the relevance of how the instruction will connect to other skills / knowledge. Preview the materials and activities. What activities, presentation will you do to let the students know the purpose of the lesson?

5. Presentation of the Material: This is the "explicit instruction" OR "exploration" component of your instruction. First, you need to decide if you will be delivering direct instruction, or if you will be

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structuring an exploration activity that will lead students to understanding. Once this decision has been made, you will need to decide how you will introduce materials, skills and knowledge, chunking, delivery format, modeling, questioning strategies, check for comprehension, data collection, and criterion level of performance (consider the 90/80 rule). The content must be presented within the learner’s Zone of Proximal Development. If you are using a scripted program, document how you will adjust the program to meet the needs of the individual students, how you will supplement and expand on the skills addressed by the program. It is not sufficient to simply reiterate what the program developers outlined. Include how you will transition to guided practice – what measures and data will you use to determine when to transition? Detail the measures below.

6. Guided Practice: Once you have presented the new information / skills to the students and modeled for them, you will need to give them the opportunity to practice under your continuous guidance. What will this look like? Consider a variety of activities for the student to practice the skill. What is the criteria level of performance to indicate mastery during guided practice? Also consider how you will provide corrective feedback. Include how you will transition to independent practice – what measures and data will you use to determine when to transition. Detail the measures below.

7. Independent Practice: Once students have indicated mastery during guided practice, they must be allowed to practice independent of your continued guidance. You should continue to be involved in providing feedback; however, students should for the most part work on their own to attain mastery. What does this look like? Again, you should provide a variety of activities to allow for the range of learning styles and modalities. What is the criteria level of performance to indicate mastery in independent practice? What measures will you use to determine mastery? Detail the measures below.

8. Evaluation of Student Learning: Evaluation of the outcomes is critical in determining the extent to which students mastered the skills in the current lesson, ongoing progress they are making, and what shifts you need to make in order to tailor your instruction to student needs. For this section, detail what these measures are, the type of data they will generate, how you will manage the data, and how you plan to analyze it. Use a variety of measures (paper and pencil, observations, checklists, rubrics, etc.). For each measure detailed here, you will need to discuss in the Analysis of Evaluation section.

9. Closure: Closure is an essential part of the instructional cycle. It provides you one more opportunity to check for student mastery. It also “sets” the skill in the students’ repertoire and allows for the connection to the next instructional session. Detail how you will close the instructional cycle. (HEADING: “Instructional Plans” with subheadings of “Summative Plans” and “Formative Plans”)

Once you have collected the data, analyze it to determine the progress of the students and how effective your instruction was in meeting the goals and objectives of your lessons. If necessary, discuss the changes you made in your instruction based on the data (“shifts in instruction”). Graphically illustrate the student’s achievement of the goals. Use charts and graphs to represent the students’ progress – you can combine students on one chart or graph or present individual progress. It is important to discuss your conclusion, don’t simply display the data. The documentation of progress should include a pre-assessment indicating the performance of the students at the onset of your instruction and a post-assessment, using similar or identical testing, to indicate the student’s performance at the end of your instruction. The pre-assessment should be the driving data supporting your instruction. There must be alignment between the data and the instruction. This can be accomplished through item analysis, error analysis, or concept analysis of what is covered on the pre-assessment. Similarly, the post-assessment must be analyzed to determine what progress the students have made over the entirety of your instruction. A graph or other indicator should indicate progress at frequent intervals between the pre-assessment and the post-assessment. (HEADING: “Analysis of Evaluation”)

Complete a reflective essay describing your instructional planning process, and what you might do differently. A major component of your essay will be what you learned throughout the process: What did you learn to enhance your evaluation skills? What did you learn about analyzing and interpreting data? What did you learn about using data to construct instructional plans for groups of students? What did you learn about your instructional practices, especially related to working with groups of students? How will you use these skills in your role as a special educator? Describe whether you and the students achieved the stated goals. Describe what you did well and how you could have improved. How has this experience impacted your professional growth and development? The reflective essay is a critical element of the work sample. It

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represents your judgment of how things went. Even if there were problems throughout the assessments or lessons, this is where you can show how improvements could be made in the future. (HEADING: “Reflective Essay”)

Appendices should be included to provide the materials and artifacts that support your work sample. Separate these into individual appendices, referring to them within the body of the work sample. For example, student work products can be in the appendices. In the Analysis of Evaluation you can refer to these (“See Student A’s math worksheet in Appendix C, page 123.”). (HEADING: “Appendices” – each appendix should be clearly noted by letter or number).

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Southern Oregon University School of Education

Special Education Program Dual Endorsement Work Sample Evaluation

Candidate Term Year Authorization: Elementary Secondary Mentor Teacher School Rating Circle One: Incomplete Below Meets Exceeds Standards Standards Standards NOTE: Work Samples rated “Below Standards” or “Incomplete” must be revised to a “Meets Standards” rating

prior to University endorsement for licensure.

For this Work Sample, candidates will develop and implement an instructional plan for a group of students

in both reading (language arts) and mathematics. For the purposes of the work sample, “group of

students” is defined as 4 or more students receiving the same conceptual or skill-based instruction in the

same instructional setting.

Evaluator’s Signature Date

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Ratings: 1 = Does Not Meet Standards 3 = Meets Standards

2 = Below Standards 4 = Exceeds Standards

Note: An area with a rating of 1 or 2 must be revised to at least a rating of 3.

1. Description of the setting and students Describe the community, school, special education setting, and students served in the setting. For the targeted students, provide demographic information (e.g., age, gender, grade, primary language, home factors, etc.) and any other information on the background of the students and the reason for targeting them. Provide any historical information that may be relevant (e.g., previous schools, grades, transitions, etc.). These are case histories of the targeted students. In order to “Meet” or “Exceed” Standards, the following criteria must be met:

• There is a clear description of the community in which the school is situated • The description of the setting clearly illustrates the type of program the students are enrolled in • The range of student abilities and needs served in the special education setting is described • A complete file review is done and relevant information presented • Environmental factors are presented and discussed • Impact of students’ exceptionality and rationale for selecting student

Setting Description 1 2 3 4 Description of students (math) 1 2 3 4 Description of students (reading) 1 2 3 4

2. Assessment Results The candidate must provide the information upon which the IEP goals and objectives, present level of performance, and curricula are developed. The assessment summary and graphic illustration of the group members’ performance should be complete. The candidate does not need to complete additional standardized assessments unless sufficient data does not currently exist. In order to “Meet” or “Exceed” Standards, the following criteria must be met:

• A thorough evaluation includes a comprehensive assessment, standardized diagnostic assessments and informal assessments that illuminate students’ strengths and needs was conducted

• Observations of the students in relevant settings are conducted and reported • A graphic illustration of assessment data is included • The assessment summaries are an accurate interpretation of assessments and links all assessment data

Math Comprehensive, standardized assessments are referenced 1 2 3 4

Diagnostic and/or informal assessments are conducted and reported 1 2 3 4 Student observations 1 2 3 4

Graphic illustration of assessments 1 2 3 4 Written summary of assessments 1 2 3 4 Reading Comprehensive, standardized assessments are referenced 1 2 3 4

Diagnostic and/or informal assessments are conducted and reported 1 2 3 4 Student observations 1 2 3 4

Graphic illustration of assessments 1 2 3 4 Written summary of assessments 1 2 3 4 3. Individualized Education Program

A. Present Level of Academic and Functional Performance A measurable and descriptive statement specifying where each student within the group is functioning in each area must be included. The statement should clearly indicate what the students’ strengths are, as well as areas of concern based on all available data. Age- or grade-level equivalent or test score is not sufficient, but may be included. The Present Levels of Academic and Functional Performance statement must include how the students’ disability affects their involvement and progress in the general curriculum. In no case may present level statements be made without complete and relevant assessment data whether original or previously existing. In order to “Meet” or “Exceed” Standards, the following criteria must be met:

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• The PLAAFP includes measurable data • Clearly references assessments reported in the previous section, without simply repeating the report • Highlights students’ strengths upon which to build in addressing areas of concern, along with specific

examples of work the students can and cannot do • Addresses how the students’ disability affects their involvement and progress in general curriculum

Math Measurable data in the PLAAFP 1 2 3 4 Related to assessment results 1 2 3 4 Students strengths 1 2 3 4

Students involvement with general curriculum 1 2 3 4 Reading Measurable data in the PLAAFP 1 2 3 4 Related to assessment results 1 2 3 4 Students strengths 1 2 3 4

Students involvement with general curriculum 1 2 3 4

B. Goals and Short-Term Objectives Goals and objectives are measurable statements that target specific improvements in individual student performance. They must be measurable statements that include both criteria for success and evaluation strategies to measure the stated criteria. The goals and objectives are developed based on the PLAAFP and any other diagnostic information. In no case may goals and objectives be stated without complete and relevant assessment whether original or previously existing. Write the Goals and Objectives as if you were creating an actual IEP (annual Goals and STOs) – your teaching plan will reflect a “snapshot” of the goals and objectives. In order to “Meet” or “Exceed” Standards, the following criteria must be met:

Goals and objectives are established which: • build on individual strengths to address needs • are clear and concise • are aligned with curriculum-based assessment data stated in PLAAFP • are reasonably calculated to confer benefit and are achievable • criteria and evaluation strategies are included

Math Addresses needs 1 2 3 4

Aligned with assessment data stated in PLAAFP 1 2 3 4 Beneficial and achievable 1 2 3 4 Criteria and evaluation strategies 1 2 3 4

Reading Addresses needs 1 2 3 4

Aligned with assessment data stated in PLAAFP 1 2 3 4 Beneficial and achievable 1 2 3 4 Criteria and evaluation strategies 1 2 3 4

4. Instructional Plans The instructional plans will be curricula developed and implemented based on all assessment data reported above for groups of students in the two content areas. The plan will detail instructional goals and objectives, materials and activities to be used, intended learning outcomes, and how those outcomes will be measured. The plans must clearly define summative and formative data collection, along with criteria to determine ongoing progress, and basis for moving within the instructional cycle. Rationale for the targeted areas in both math and reading must be provided, including summative evaluations. Summative measures must be clearly described as how you will determine the current level of performance, what prerequisite skills the students have to engage in your instruction (pretest); and how you will determine the overall gains the student has made at the end of the instructional period (4 to 6 weeks). Formative evaluations that document ongoing learning and how data drive instruction must be clearly described; including the criteria for judging the student’s progress. For the purposes of the work

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sample, “curricula” is defined as instruction targeting specific concepts or skills – planning for instruction (i.e., lesson plans) must be sufficient to provide instruction from beginning to terminal objectives. In order to “Meet” or “Exceed” Standards, the following criteria must be met:

• There is a clear and defined relationship between the assessment data and instructional plans • The rationale for the areas targeted for instruction are clearly and specifically defined • Formative and summative evaluation measures are clearly articulated, along with criteria for student

performance and movement within the instructional cycle • The learning outcomes are identified noting what skills, concepts, knowledge should the students

demonstrate (Summative Plans) • The instructional cycle (Formative Plans) are clear and concise • A summary of how collaboration occurred in the mainstream setting is provided, including a description

of the mainstream setting, the content covered, and types of modifications and adaptations made with the general education teacher. Note any co- or team teaching activities

Math Summative Plans Rationale 1 2 3 4 Time Line 1 2 3 4 Goal and Related STO 1 2 3 4 Objective(s) 1 2 3 4 Differentiation 1 2 3 4 Outcomes and Summative Evaluation Methods 1 2 3 4 Collaboration 1 2 3 4

Math Formative Plans Related Instructional Objective(s) 1 2 3 4 Review and Assess for Prerequisite Skills 1 2 3 4 Gaining Students’ Attention 1 2 3 4 Purpose of the Lesson 1 2 3 4 Presentation of the Material 1 2 3 4 Guided Practice 1 2 3 4 Independent Practice 1 2 3 4 Evaluation of Student Learning 1 2 3 4 Closure 1 2 3 4

Reading Summative Plans Rationale 1 2 3 4 Time Line 1 2 3 4 Goal and Related STO 1 2 3 4 Objective(s) 1 2 3 4 Differentiation 1 2 3 4 Outcomes and Summative Evaluation Methods 1 2 3 4 Collaboration 1 2 3 4

Reading Formative Plans Related Instructional Objective(s) 1 2 3 4 Review and Assess for Prerequisite Skills 1 2 3 4 Gaining Students’ Attention 1 2 3 4 Purpose of the Lesson 1 2 3 4 Presentation of the Material 1 2 3 4 Guided Practice 1 2 3 4 Independent Practice 1 2 3 4 Evaluation of Student Learning 1 2 3 4 Closure 1 2 3 4

5. Analysis of Evaluation Analyze and report on both formative and summative data. Relate the student’s achievement to instructional goals. Indicate areas of strength and weakness toward achieving the instructional goals. Daily data should be

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displayed graphically and textually summarized. Summative evaluation must be displayed as a comparison between pre-assessments and post-assessments, with data displayed graphically. Analysis includes item, error, and / or concept analysis of all measures. Shifts in instruction must be clearly articulated with data supporting your decisions. In order to “Meet” or “Exceed” Standards, the following criteria must be met:

• Both summative and formative data are displayed in a graphic format (charts or tables) to illustrate student outcomes

• Shifts in instruction are made based on formative evaluation, those shifts must be noted and described, including the original intent of the instruction and changes were made

• Analysis of progress made by the student on a daily basis, as well as over the course of the instruction must be described in detail. Relate analysis to data presented in the graphs or tables

Math Analysis of summative data 1 2 3 4 Analysis of formative data 1 2 3 4 Graphic representation of results 1 2 3 4

Shifts in instruction 1 2 3 4 Reading Analysis of summative data 1 2 3 4 Analysis of formative data 1 2 3 4 Graphic representation of results 1 2 3 4

Shifts in instruction 1 2 3 4 6. Reflective essay 1 2 3 4 For this work sample, reflect on the construction of the teaching plans, noting in particular the use of all available data to target specific skills and concepts. Reflect on the delivery of the instruction: what went well, what were the surprises, what would you change? Pay particular attention to what you learned about your own teaching practices, as well as the outcomes and progress made by the students. NOTE: first person language may be used in this section.

In order to “Meet” or “Exceed” Standards, the following criteria must be met: • Clearly represent the candidate’s thoughts and reactions to the assessment/instruction cycle • Include reflections about what was learned by creating the work sample and targets for improved practice • Explore rationale for shifts made in the assessment/instruction cycle • Illuminate how the candidate’s beliefs and premises influenced his/her work

7. Presentation Format, Spelling, Grammar, and Articulation 1 2 3 4 The work sample should be assembled in a three-ring binder with pockets in the front for the evaluation. All sections should be articulate and grammatically correct. Misspelled words, improper word use, and invented spellings (a lot, etc.) are inappropriate and not acceptable. There should be a tab in the binder for each of the areas evaluated, a table of contents with page numbers, and all pages should be numbered and referred to in the text by number (“...Johnny can add two digit numbers, see page 4 for examples”). All sources should be cited appropriately using APA format. All sections, expect Section 6: Reflective Essay, must adhere to APA guidelines. First person may be used in Section 6; third person must be used in all other sections. In order to “Meet” or “Exceed” Standards, the following criteria must be met:

• It is evident that the candidate proofread all material included • Conventions are appropriate for graduate level work • Format is easy to follow (all sections are included with page numbers and appendixes clearly identifiable)

NOTE: THE WORK SAMPLE VERIFICATION FORM ON THE NEXT PAGE MUST BE INCLUDED IN ALL WORK SAMPLES. SIGNED BY THE MENTOR TEACHER, FIELD SUPERVISOR AND THE

CANDIDATE.

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Verification of Work Sample Implementation

We verify this work sample has been implemented in a special education setting at

____________________________________________________________ School.

_________________________________________ ____________________ Mentor Teacher Date _________________________________________ ____________________ SOU Field Supervisor Date

Permission of Use

I give my permission to the Faculty of Southern Oregon University, School of Education, to use my work

sample as teaching materials in the Special Education Program. I understand that by giving this

permission, I am only granting future students the right to view and take notes from my work sample.

_________________________________________ ____________________ Special Education Program Candidate Date

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SAMPLE LETTER FOR PARENT PERMISSION

This provides a sample of information to be included in the letter to parents. In the case of Candidates are not in a current contracted position, they must write a letter for parent permission in their own words, using their own voices, but should include information similar to what is included below. {DATE} Dear {Parents} My name is {XXXXXXXXXX}. I am currently enrolled in Southern Oregon University’s Special Education Program. As part of my program of study, I am working as an intern in {Mentor Teacher’s Name} setting at {School}. During my stay in {Mentor Teacher’s Name} setting, I will be working with the students in one-on-one, small group, and whole class instruction, as well as assessment activities. In addition to my work at {School}, I am also taking courses on the SOU campus. In order to gain the fullest experience possible from my stay in {Mentor Teacher’s Name} setting and in addition to my teaching, I will be observing {Mentor Teacher’s Name} as {he / she} works with students; observing how students interact within the setting and school environment; and conducting informal and formal assessments for {Mentor Teacher’s Name}. The results of my observations and assessments may be used in the courses I am taking at SOU. I want to assure you that in my work in {Mentor Teacher’s Name} setting, and any reports written about my experiences I will not include the actual names of any of the students. I also want to assure you that the information I collect in the setting will only be used to help me gain a complete understanding of what it takes to become a professional educator. If you are interested in finding out more about my role in {Mentor Teacher’s Name} setting, I would welcome the opportunity to talk with you. I look forward to working with your {son / daughter}. I am sure it will be a rewarding and beneficial experience for both of us.

OR Dear {Parents} My name is {XXXXXXXXXX}. I am currently enrolled in Southern Oregon University’s Special Education Program. As a part of my training, I will be giving {____} formal academic assessments. To help me improve my test giving skills, one subtest will be video taped. {Mentor teacher}, my supervisor from the university, and I will be the only people viewing the video tape. I want to assure that I will never use your child’s name or any identifiable information in any report written about my experiences for Southern Oregon University. I will only use the information gained in {mentor teacher’s} setting to further my understanding of special education and to develop professional teaching tools. I will protect your child’s right to confidentiality and respect your child’s privacy. {Mentor teacher} will oversee my student teaching at {school} and can help explain my role within her setting. If you have any questions or concerns please contact {Mentor teacher} or myself at {school phone number}

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Program Policies

• Candidates for the Dual Endorsement Program must be admitted to the Masters in Education Program,

meeting all admission requirements of the program prior to beginning course work unless prior approval by

Program Coordinator is granted. Go to <http://www.sou.edu/education/sped/dual.html> for information and

applications to the MEd Program. Whether the candidate is Endorsement Only or Endorsement plus MEd,

the policies related to the Masters in Education Program apply.

• Candidates enrolled in the SOU School of Education Dual Endorsement Program must have a completed

program of study on file prior to by the end of their first term of courses.

• Waivers or transfers of course work must be approved by the Program Coordinator. Transfer for the

endorsement-only program is limited to 12 credits; transfer to the endorsement plus MEd is limited to 15

credits. Waivers are granted for the Endorsement-Only program; candidates must meet the 45 credits

requirement if pursuing the Masters in Education degree.

• As part of residency requirements, candidates must complete last 9 credits of course work at Southern Oregon

University (excluding internship).

• Candidates must maintain a 3.0 cumulative grade point average throughout the program. In the event the

cumulative grade point average falls below 3.0, or if a grade below a B- occurs in any course, remedial action

will be taken. The remedial actions range from notice of low academic performance to nonvoluntary removal

from the SPED Dual Endorsement Program. (See “Admission and Retention Committee Policies and

Procedures” below)

• For a number of courses (see Course Descriptions above) candidates must have access to students for

practical application of course content. IT IS THE RESPONSIBILITY OF THE CANDIDATE TO

LOCATE APPROPRIATE STUDENTS. Failure to engage in field applications may have significant

impact on course grades. Please consult with course instructors to clarify this aspect of the program/

• SPED 511: Internship will be complete the term after all endorsement related course work is completed, or

with approval, during the term in which the final endorsement course work is completed.

• Internships may be completed in current contracted teaching assignments with approval from Program

Coordinator.

• Internships that are not a part of a contracted teaching position will be arranged by the Program Coordinator

in consultation with the candidate and host school district / educational service district – the candidate will not

arrange internship placements without Coordinator prior approval.

• All interns must be supervised by a Site-Based supervisor and a University-Based supervisor. The Site-Based

supervisor must meet the qualifications established by the Teachers Standards and Practices Commission (a

minimum of 3 years teaching experience in special education, and current Oregon teaching license in special

education) and the SOU Special Education Program (at least 2 years in the current placement). It is the

responsibility of the intern to arrange for a Site-Based supervisor unless otherwise arranged through the

Program Coordinator. The University-Based supervisor will be arranged by the Program Coordinator.

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• All candidates must complete a work sample associated with SPED 511: Internship. (See above for

information related to the work sample.) Candidates will be assigned a program faculty member who will

guide them through the work sample process, and evaluate the completed the work sample.

• The Special Education endorsement will be at either the Elementary (K – 8) or Secondary (5 – 12) level. The

internship placement and work sample will determine the authorization level. The contiguous level may be

added after the completion of the Dual Endorsement Program.

• Prior to recommendation for the special education endorsement, candidates must complete all Teacher

Standards and Practices Commission (TSPC) requirements in addition to program requirements.

• At this time, candidates must pass the NES Special Education examination (601) for licensure, and any other

examinations required by TSPC. Assessments related to “Highly Qualified” status are not required for

licensure.

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Southern Oregon University School of Education

Teacher Education Program Admission and Retention Committee Policies and Procedures

Policy The School of Education shall establish and maintain an Admission and Retention Committee. The purpose of the committee is to monitor and review the cases of students who are currently enrolled in a SOU Teacher Education Program but are not making satisfactory progress toward completing their program. In addition, at the discretion of the School of Education Chair or other School of Education members, the committee will review the status of applicants who have answered “yes” to any of the character questions to which applicants or program participants are required to respond. Procedures Membership of the committee shall include the School of Education Chair, two additional School of Education faculty members and one cross-campus representative who is involved in teacher education. The School of Education Chair is a permanent member of the committee and the other members shall serve a two-year term of office with a rotating schedule of terms. School of Education Chair is the chairperson of the committee. The committee shall meet at the discretion of the School of Education Chair. Review Process A student’s position in the program will be reviewed by the Admission and Retention Committee in the following cases:

• The student receives a grade of ”C+” or below for any course. • The student receives a grade of “No Pass” for any practicum, student teaching or internship. • The student receives an “incomplete” in an Education class and has not negotiated removal of this with the instructor. • One or more instructors request in writing a review of a student’s performance. • The student commits an act which violates one of the character standards outlined in the TSPC character questions.

Any student who falls into one of the categories listed above will be subject to one of the following actions by the committee:

• Working with the student and instructor(s) to design a plan of remediation that the student must complete followed by another review by the committee before the probationary status will be removed. • Terminating the student’s participation in the program. • Permitting the student to continue without program alterations or modifications.

If the committee determines that there are mitigating circumstances, the committee may take no action. Student’s Rights Upon review of a student’s retention in the program, the student has the right to:

• Appear personally before the committee to explain the situation. • Work with the committee in the design of any remediation plan. • Appeal the committee’s decision directly to the Dean of the School of Education. The decision of the Dean is final.

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• Any appeal of the process only would go through the University’s grievance procedure. • Re-apply to the committee for admission without prejudice if admission has been revoked, but only after

deficiencies which resulted in revocation have been corrected. Probationary Status If the Admission and Retention Committee places a student in a probationary status, the Admission and Retention Committee will establish a specific time period and criteria for remediation of the situation. At the completion of this time period, the Admission and Retention Committee will review the student’s status and make a final determination. If a student is placed on a remedial program, the student’s progress will be monitored on a term-by-term basis by the student’s advisor. Appeals of Candidates Whose Participation in the Teacher Education Program is Terminated

The appeals procedure for candidates whose participation in the Teacher Education Program is terminated follows the grievance procedures of the college as described in the SOU Student Handbook and / or Graduate Student Handbook.

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Southern Oregon University Education Department

Petition For Waiver/Transfer Of Teacher Education Requirements Name (Please print) Date ___________________ Social Security Number Telephone __________________________ Address____________________________________________________________________________________ Street City State Zip I am completing the requirements in one of the following SOU Teacher Education programs (please check one):

O Standard License Only Program O MAT Program O Standard Handicapped Learner I Program O Special Education O Master's plus Standard License Program O ESOL/Bilingual Endorsement Program

O 5th Year Teacher Education Master=s Program O Other (specify)_______________________ I request a waiver of rules and/or procedures governing the operation of the above-mentioned teacher education program in which I am enrolled. State the Rule or Procedure that you request be waived in this case. _________________________________

_________________________________________________________________________________________

On what basis do you feel that the waiver should be granted? (Attach documentation, if needed.) _________________________________________________________________________________________

_________________________________________________________________________________________

If requesting transfer of courses, list completed courses and institution granting credit, which courses within

the program of study being met, and attach course syllabi or description if from another institution.

Transfer Course Institution Date Taken SOU Course ________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

__________________________________________________________ ______________________ Student’s Signature Date

Adviser/Coordinator recommendation and comments: I (please check one) O approve O do not approve this single waiver request in the program listed above.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

___________________________________________________________ ________________________ Advisor or Program Coordinator Signature Date _________________________ Graduate Coordinator Signature Date Dean for Teacher Education Signature Date