SERTP Internship Requirements for Special Education Programs

DRAFT SERTP Requirements for Internships in Special Education Learning Disabilities Emotional Behavior Disorders Intellectual Disabilities Special Education Special Education Resident Teacher Resident Teacher Program Program

DRAFT RTs Suggested Timeline Note: If there are concerns in accomplishing this timeline, please let your UND Mentor know as soon as possible. Following the timeline for observing numerous meetings in the fall before conducting your own is very important . Before the School Year Begins/Beginning of the School Year RTs work with Building Mentors to complete students’ schedules and set up and/or help set up your classroom to ensure it is ready for the school year. Assume responsibilities of a special education teacher by organizing class materials and developing lesson plans for the students you are teaching. September All RTs: Attend and observe as many IEP/assessment meetings as possible. October Conduct at least one IEP meeting and be responsible for developing the IEP. November-May Assume responsibilities as a Special Education Teacher, along with conducting and attending as many IEP and assessment meetings as possible. April Have all assignments completed by April 15. UND Mentor Supervision Timeline End of August/Beginning September  RT Team meets with UND Mentor via Zoom for initial/orientation meetings.  UND Mentor will schedule 6 Zoom sessions at various days and times.  UND Mentor will send out the session options to RT Teams at all schools.  RT Team members will pick the session that works best for their schedules and RSVP to monitor attendance.  One session will be recorded so people unable to attend live session can watch later. September  UND Mentor conducts onsite visits (observations/team meeting)  Meet with RT Learning Communities (RTLCs) Topic: UBD Lesson Plans/Lesson Planning September 18, 5:00-6:30 October  Meet with RT Learning Communities (RTLCs) Topic: IEPs and the Special Education Process October 23, 5:00-6:30 November  UND Mentor sends Fall Semester Assessments (Completed Evaluations Due December 1)  Meet with RT Learning Communities (RTLCs) Topic: Progress Monitoring November 27, 5:00-6:30 December  Building Mentor and UND Mentor complete Fall Semester Assessments. RT Final Evaluation via Zoom/School Mentor Evaluations are due 1 week before final evaluation meeting.  UND Mentor will schedule a final evaluation meeting with RTs and Building Mentors via Zoom. December  Building Mentor/s complete Fall Semester Progress Updates (Due December 1)  UND Mentor will share completed Progress Updates with RTs and Building Mentors with additional comments via email.  The UND Mentor will meet with the Building Mentor and/or RT if requested to further discuss Progress Update.  RT records lesson and completes self-evaluations. Both are uploaded to Blackboard by December 15. These assignments will be graded after the Updated August 21 2

DRAFT meeting in January. January  RT Team meets via Zoom with UND Mentor. After RT Team meeting, UND Mentor and RT will meet to review recorded lesson.  Meet with RT Learning Communities (RTLCs) Topic: Assessment: January 22, 5:00-6:30 February  UND Mentor will send an email to all Building Mentors to check on the RTs’ progress.  UND Mentor will meet via Zoom with RT Team as requested  Meet with RT Learning Communities (RTLCs) Topic: TBA: February 12, 5:00- 6:30 March  UND Mentor conducts onsite visits (observations/RT Team meeting) April  RT Final Evaluation via Zoom/School Mentor Evaluations are due 1 week before the final evaluation meeting. All Watermark assessments are due April 1. The intention of the RT assignments is for you to demonstrate mastery level on all the skills you're learning in your master's program to ensure you are prepared to teach in the field of special education. We understand some of the assignments are different than what is completed in schools; however, you must remember that all these assignments are based on the CEC standards and benchmarks which is our accrediting agency. Additionally, the requirements are evidence-based best practices. Please think of RT assignments as just that...they are assignments for a class. They may be very similar to what you're doing in the field, but there are specific expectations that must be met. S/U grading will be used on all RT assignments. The reason for this is that it's important for you to demonstrate mastery learning on the skills you are learning throughout your master's program that are essential while working as special education teachers. Students will complete a requirement checklist, which lists all required components of each assignment, before submission. Some of these items include, but are not limited to, IEPs, assessments, UBD Lesson Plans, FBAs and BIPs, etc. Using S/U grading has proven to be a fair and easy-to-understand method to grade internship assignments while ensuring mastery level on all skills. All assignments will be graded satisfactory or unsatisfactory. You must receive a satisfactory grade on ALL assignments to earn a passing grade in the internship. If an RT does not receive a satisfactory on an assignment, she/he will have one opportunity to redo that assignment. Resident Teacher Assignments NOTE: All assignments will be submitted electronically through Blackboard unless other arrangements have been made with your UND mentor. No names should be used to provide for anonymity of students, staff, and families. The following assignments are required: Updated August 21 3

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DRAFT Assignment Description Due Date Student for completing assignment 1 Set UBD Lesson Plans/Teacher Work Sample. Students WITHOUT an undergraduate degree in education OR students who DO NOT HAVE their initial teaching license are required to complete this assignment. Complete and submit TWO separate UBD Lesson Plan templates . You must submit ONE Lesson Plan to address each of these areas:  Functional Skills  Addresses needs of students with ID  Academic Skills  Addresses needs of students with LD October 15 LD IEP* & Compare & Contrast Table. RTs complete an IEP in the area of Learning Disabilities (LD). November 15 Record Teaching Lesson & Self- Evaluation Record and Submit self-evaluation on teaching. Details are located in the RT Bb site under “RT Requirements” in the module “ RECORDED LESSON/SELF-EVALUATION ”. Due December 15. Will be graded during the January meeting. LD Assessment** and Assessment and Compare & Contrast Table. RTs complete an assessment in the area of Learning Disabilities (LD). RTs complete a compare and contrast table on the differences and similarities of LD, ID, and EBD assessments January 15 2 nd set of UBD Lesson Plans/ Teacher Work Sample. Students WITHOUT an undergraduate degree in education OR students who DO NOT HAVE their initial teaching license are required to complete this Complete on student and/or students with an IEP. Complete and submit TWO separate UBD Lesson Plan templates. You must submit ONE Lesson Plan to address each of these areas:  Social Skills  Addresses needs of students with EBD  Academic Skills  Addresses needs of a student identified with any disability area February 1 Updated August 21 4

DRAFT assignment. Functional Behavioral Assessment (FBA) Complete project on one student with an IEP. Please use this same student for your BIP assignment and follow the format from SPED 578 Behavior Management. March 15 Behavior Intervention Plan (BIP) Complete project on one student with an IEP. Please use the same student you used for your FBA and follow the format from SPED 578 Behavior Management. March 15 CEC Standards and Benchmarks Journal Complete a journal for CEC Standard 6. April 1 Field Placement Portfolio. Students WITHOUT an undergraduate degree in education OR students who DO NOT HAVE their initial teaching license are required to complete this assignment. Demonstrate your ability to complete a variety of processes in special education. April 15 *Note because you are “case managing” students in all three disability areas (i.e., LD, EBD, and ID), you will complete IEPs throughout the year in all disability areas; however, you are only submitting an LD IEP for this internship assignment. **Note because you are “case managing” students in all three disability areas (i.e., LD, EBD, and ID), you will complete assessments throughout the year in all disability areas; however, you are only submitting an LD Assessment for this internship assignment. Grading the RT assignments is as follows: Grading Criteria Score Satisfactory 1 Unsatisfactory 0 The grades will be determined by ensuring all required components of each assignment are included. Additionally, all assignments must be of professional quality (i.e., error free and appropriately written). Students must demonstrate “mastery” in order to receive a satisfactory grade. A checklist is provided for each assignment. These checklists are to ensure that you have met all the requirements of your assignment. Further explanation regarding each assignment is included in this document. You must read this entire document thoroughly to ensure you meet each assignment’s criteria. Once you complete each requirement on your assignment, be sure to add a check mark or Updated August 21 5

DRAFT “X”on your checklist indicating that you have completed the requirement. Please upload your completed checklist for each assignment with the corresponding assignment. Updated August 21 6

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1 st Set of UBD Lesson Plans This assignment's purpose is to complete and implement TWO SEPARATE UBD Lesson plans. Steps for Completion: 1. You must complete and implement TWO separate UBD lesson plans. The template is in the Bb Site. 2. Complete on a student and/or students with an IEP in each of the following areas:  Functional Skills (Addresses needs of students with ID)  Academic Skills (Addresses needs of students with LD) Each Lesson must include the following: UBD Lesson Plan Checklist Included Included Contextual Factors Geographic Location Community Size & Characteristics Race/Ethnicity Demographics School’s Student Achievement Data Attendance Rates District Graduation Student(s) Characteristics and Individual Needs Students’ academic & personal characterizes, developmental level and achievement data Relevant Accommodations Home Language & English Proficiency Levels (*EL only): Implications for Planning: What factors above will you need to consider most in planning your lesson plan? Desired Results Content Standards/Goals Lesson Plan Objectives Assessment Evidence Pre-Assessment (baseline data) Performance Tasks- Authentic Other Evidence Post-Assessment Learning Plan Differentiated Instruction -learner's abilities and interest Content, Process, and Product Accommodations for specific needs of learner(s)/1 ELL example Technology – (at least 2 examples with ISTE Standards) Academic Language Critical Thinking Collaboration Questions for Discussion Engagement & Motivation Step-by-Step Lesson Plan including duration of activities Materials & Resources Post Teaching Analysis & Reflection Responsive Decision Making Analysis of Student Learning Self-Reflection Updated August 21 7

DRAFT Graph of Results Updated August 21 8

DRAFT LD Individual Education Plan (IEP) The purpose of this assignment is to demonstrate your ability to implement all steps in the LD IEP process. Observe as many IEP meetings as possible prior to facilitating your own meetings. Please note – Do NOT submit your district’s IEP template. You must retype or copy and paste the PLAAFP, goals and objectives, accommodations, and services in a Word document and submit that. IEP templates will not be accepted. Be sure to omit any identifying information such as names, cities, clinics, schools, etc. This is to ensure confidentiality! LD IEP REQUIREMENTS Checklist Included PLAAFP PLAAFP contains clear, specific information about the student’s current strengths and needs including baseline data. The PLAAFP must include specific data related to the student’s performance in addition to narrative info. Parent input included Classroom teacher input included Describes how the student’s disability affects involvement and progress in the general education curriculum Goals Goals are directly related to needs identified in the PLAAFP Each goal contains the intent or purpose for the goal Each goal contains a specific behavior Each goal contains specific criteria . The criteria should describe the desired ending level and the student’s expected level of growth from baseline to desired level. The characteristics of services information is included. When and by who monitored Each goal is written in a manner that would be understandable to a stranger Objectives (if necessary) Each objective includes the specific behavior Each objective includes the specific criteria Each objective includes the purpose Each objective includes when it will be monitored Each objective includes how it will be monitored Each objective includes who will monitor the progress Each objective is written in a manner that would be understandable to a stranger Accommodations/Modifications Specificity-related to present level information Related to goals and objectives LRE Justification Describes what environments were considered and why the chosen environment was selected. Record Teaching Lesson & Self-Evaluation Updated August 21 9

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DRAFT The purpose of this assignment is to analyze your teaching abilities and determine overall strengths and areas in which you would like to see yourself improve in your teaching strategies and behavior management techniques. Refer to Lesson Recording and Self-Evaluation Folder on Blackboard for additional details. Remember to send parent/guardian opt Out Letter at least 1 week prior to recording your lesson with students! Also, be sure to follow up with parents with a phone call or email prior to recording. Lesson Recording & Self Evaluation Checklist Included Record Lesson on Yuga or on personal device Record lesson in its entirety Self-Evaluation Template Complete self-evaluation template Add specific notes under each section indicating how you met the criteria or how you would like to improve for each area. Be prepared to discuss self-evaluation at January meeting Updated August 21 10

LD Assessment The purpose of this assignment is to demonstrate your ability to complete an assessment (either initial or re- evaluation) in its entirety. Steps for Completion: LD Assessment Checklist Included Identifying Information/Demographics Use fictitious name and school name Reason for referral Person who referred the student Reason for referral (information from Student Profile Meeting) At least 2 anecdotal Classroom Observations State number of students, teachers, and paraprofessionals Explain class activity and general class demeanor Describe the task on which the student was working Discuss student's attention and effort, task success, and general behavior Overall observations that you saw when giving your student all the assessments required. List of Test Administered Woodcock -Johnson IV (or another formal assessment instrument) Two informal assessment instruments included (i.e., reading inventory) Curriculum-based assessments Background Information Relevant family history (noting any learning or behavioral problems) Current family living situation Pertinent health/developmental history Relevant educational history (special services, retention) Assessment results of each tests given Add detailed summary (include specific areas of strength and areas of need for each tests given) Include charts of results Conclusion Based on all the assessment results, what can be concluded about the student’s academic strengths and needs? Be positive…begin with strengths. Write a paragraph for each academic area assessed. Tie all information together, assessments, interview, and observations. (This is a summary-not a repeat of all the testing information) Instructional Recommendations List specific instructional recommendations for this student in order for him/her to progress in the general education curriculum? Address each area assessed and any recommendations based on observations and/or interviews (behavior/social). 1. Conduct an evaluation using a minimum of one formal and two informal assessments. Information should be gathered from as many sources as possible, including observations of the student during instruction, and input from parents and classroom teachers. 2. Complete an assessment report summary (diagnostic summary) with recommendations for instruction based on the assessment results. This summary should be shared with the team when writing the integrated assessment summary. Updated August 21 11

DRAFT Note: You should follow the format you learned in SPED 551 Advanced Assessment. School-district Evaluation Reports/Integrated Written Assessment Reports/Assessment Reports, etc. will not be accepted. Your assessment must include the following information: Updated August 21 12

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DRAFT IEP Compare & Contrast Table The purpose of this assignment is to demonstrate your understanding of the differences and similarities between an LD IEP, EBD IEP, and ID IEP by writing a compare and contrast paper. Include the following: IEP Compare & Contrast Paper Included Introduction & Supporting Details The table compares and contrasts IEP information. The table points to specific examples of IEPs to illustrate the comparison. The table includes only the information relevant to the comparison. Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distract the reader from the content Updated August 21 13

DRAFT Assessment Compare & Contrast Table The purpose of this assignment is to demonstrate your understanding of the differences and similarities between an LD Assessment, EBD Assessment, and ID Assessment by completing a comparison table. Include the following: Assessment Compare & Contrast Table Checklist Included The table compares and contrasts Assessment information clearly The table points to specific examples of Assessments to illustrate the comparison. The paper includes only the information relevant to the comparison. Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distract the reader from the content Updated August 21 14

DRAFT Functional Behavior Assessment (FBA) & Behavior Intervention Plan (BIP) The purpose of this assignment is to demonstrate your ability to complete an FBA and BIP on one student. This project will show your ability to conduct an FBA that includes both direct and indirect data from a variety of sources to determine the setting events, antecedents, and the consequences (function) maintaining the student’s problem behavior. Then, you will demonstrate your ability to analyze the FBA data to develop a BIP with functionally aligned replacement behaviors, antecedent interventions, reinforcements, extinction of the problem behavior, and teaching interventions to support academic, behavioral, and social skills development to promote self-behavior management. Steps for Completion: 1. Select a student for your project. 2. Conduct an FBA and BIP. 3. Write an FBA Summary Report and BIP that includes the following: FBA Checklist Included Reason for Referral for FBA Statement of why the student was referred for an FBA Interventions previously tried with the student and the results Operational definition of the student’s problem behavior Definition includes location, antecedent, student’s name, behavior states what the student does (NOT what they do not do), the function, and setting events if found. *FBA Summary Statement. Example: In math class, when the teacher gives a directive to complete an assignment, Dante yells at his teacher and may throw items, rip up his paper, or flip his desk, to escape the math task. This behavior is more likely to occur when Dante has not taken his medication or had a conflict with peers on the bus ride to school. Baseline data *Include frequency (event or interval), duration/latency, and magnitude. Data should be collected for a minimum of 3 separate observations and calculated average. Indirect Data Summary Interviews *student, parent/s, teachers/staff, etc. Rating scale/s results *examples: FAST, MAS, or PBQ Records review and existing data *include impact of disability, academic, medical, health, assessment, discipline referrals, etc .... Child’s strengths, interests, or areas they excel to consider *obtain from interviews and observations Direct Data Summary ABC Observations results *minimum of 3 separate days FBA Summary FBA Summary of Behavior Statement *includes topography, antecedent, child’s name, problem behavior (what the student does, NOT what they don’t do) function, and setting events Statement of recommendations for the BIP *includes ideas for the Updated August 21 15

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replacement behavior/s, behavior skills that need to be taught, supporting academic deficits, skills the student needs to learn that will help prevent the problem behavior, and student strengths/interests that can be built upon BIP Checklist Included Reason for Referral for BIP Statement of why the student was referred for BIP FBA Summary of Behavior Statement from FBA Replacement Behavior Objective Replacement behavior serves the same function as the behavior . Includes the 4 components of writing measurable goals (topography, student name, behavior, criterion for mastery) Includes information on how the replacement behavior will be taught, who will teach it, and in where/when it will be used Setting Event Interventions Include one for each setting event identified in the FBA Antecedent Interventions Adjustments to the antecedent to prevent the problem behavior, How the student will be prompted to use the replacement behavior Consequent Intervention #1 How the student will be reinforced for using the replacement behavior *MUST align with the function , i.e., if the function is avoidance, then the student must get out of something or part of something when they demonstrate the replacement behavior Consequent Intervention #2 Skills that have been identified that need to be taught to help prevent the problem behavior *include any academic, communication, behavioral, and social skills needed, i.e., if behavior occurs during reading, then there should be some reading skills teaching strategies included Progress Monitoring Include a description of how, when, where, and how often you will collect data on the replacement behavior objective of Implementation Indicate who will provide training and feedback to intervention implementors and when training will be implemented. Updated August 21 16

DRAFT Updated August 21 17

DRAFT #2 UBD Lesson Plans The purpose of this assignment is to complete and implement TWO SEPARATE UBD Lesson plans. Steps for Completion: 1. You must complete and implement TWO separate UBD lesson plans. (The template is located in the Bb Site.) 2. Complete on a student and/or students with an IEP in each of the following areas:  Social Skills (Addresses needs of students with EBD)  Academic Skills (Addresses needs of a student identified with any disability area) After you receive a satisfactory grade on all FOUR UBD Lesson Plans, you must combine all FOUR of them into one document and save it as “Your First Name and Your Last Name Teacher Work Sample” (e.g., Jane Doe Teacher Work Sample). The Teacher Work Sample (TWS) will be included in the Field Experience Portfolio. Additionally, RTs WITHOUT an existing teaching license will upload their TWS into Via. Each Lesson must include the following: UBD Lesson Plan Checklist Included Included Contextual Factors Geographic Location Community Size & Characteristics Race/Ethnicity Demographics School’s Student Achievement Data Attendance Rates District Graduation Student(s) Characteristics and Individual Needs Students’ academic & personal characterizes, developmental level and achievement data Relevant Accommodations Home Language & English Proficiency Levels (*EL only): Implications for Planning: What factors above will you need to consider most in planning your lesson plan? Desired Results Content Standards/Goals Lesson Plan Objectives Assessment Evidence Pre-Assessment (baseline data) Performance Tasks- Authentic Other Evidence Post-Assessment Learning Plan Differentiated Instruction -learner's abilities and interest Content, Process, and Product Accommodations for specific needs of learner(s)/1 ELL example Technology – (at least 2 examples with ISTE Standards) Academic Language Critical Thinking Collaboration Questions for Discussion Engagement & Motivation Step-by-Step Lesson Plan including duration of activities Updated August 21 18

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DRAFT Materials & Resources Post Teaching Analysis & Reflection Responsive Decision Making Analysis of Student Learning Self-Reflection Graph of Results Updated August 21 19

DRAFT CEC Standards Problem-Based Reflective Practice This assignment provides an opportunity for interns to reflect on professional and ethical situations they encounter during their internship. Must include the following: CEC Standard 6 Professional Learning & Ethical Practice Checklist Included Choose two benchmarks from standard 6 Subheading for each benchmark included Write one paragraph for each benchmark chosen Reflections include specific examples of experiences you encountered during your internship Two paragraphs included with overall reflection containing 400-500 words No names provided for anonymity of students, staff, and families. Updated August 21 20

DRAFT Field Experience Portfolio The purpose of this assignment is to demonstrate your ability to complete a variety of SPED processes. Steps for Completion 1. You will need the following assignments you completed this year:  LD Assessment  LD IEP  Teacher Work Sample  FBA  CEC problem-based journal 2. You will complete a Cover Page (template included in the Field Experience Portfolio Folder in the RT Bb site) for EACH of the assignments listed above by answering three reflective questions. For each question, you must address each key assessment framework component(s) in detail. 3. Once the Cover Pages are complete, you will need to create 6 different documents. Follow these instructions:  Combine the Assessment Cover Page followed by the Assessment Assignment and the Teacher Work Sample Cover Page followed by the Teacher Work Sample Assignment and title that A.1.a Data.  Combine the Assessment Cover Page followed by the Assessment Assignment and Functional Behavior Assessment (FBA) followed by the FBA Assignment and title A.1.b Analysis.  Combine the Assessment Cover Page followed by the Assessment Assignment and the IEP Cover Page followed by the IEP Assignment and title that A.1.c Diversity.  Combine the Assessment Cover Page followed by the Assessment Assignment and the IEP Cover Page followed by the IEP Assignment and title A.1.d Leadership.  Combine the Teacher Work Sample Cover Page followed by the Teacher Work Sample Assignment and the Functional Behavior Assessment (FBA) Cover Page followed by the FBA Assignment and title A.1.e Technology.  Combine the CEC Journal Cover Page followed by CEC Journal and the IEP Cover Page and IEP Assignment and title that A.1.f Disposition. RTs who ALREADY HOLD A TEACHING LICENSE will submit this assignment in Via and Bb site AND the RT Bb site. RTs who are working towards their initial teaching license ONLY need to submit this assignment into the RT Bb site!! Field Experience Portfolio Checklist Included LD Assessment Cover Page and Assignment Question #1 Question #2 Question #3 LD IEP Cover Page and Assignment Question #1 Question #2 Question #3 Teacher Work Sample Cover Page and Assignment Question #1 Question #2 Question #3 Updated August 21 21

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DRAFT FBA Cover Page and Assignment Question #1 Question #2 Question #3 CEC Problem-Based Journal Cover Page and Assignment Question #1 Question #2 Question #3 Updated August 21 22

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1.SERTP Requirements 2023-2024(2)

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