Standard One Compendium 5 - RA1.2 Provider Responsibilities

Grambling State University Standard One Compendium

5

RA1.2 Provider Responsibilities

Alignment to National Standard: CAEP Standard RA.1 Content and Pedagogical Knowledge: The provider ensures that candidates for professional specialties develop an understanding of the critical concepts and principles of their discipline and facilitates candidates’ reflection of their personal biases to increase their understanding and practice of equity, diversity, and inclusion. The provider is intentional in the development of their curriculum for candidates to demonstrate their ability to effectively work with diverse P-12 students and their families.

CAEP RA 1.2 Provider Responsibilities-Providers ensure that program completers have opportunities to learn and apply specialized content and discipline knowledge contained in the approved site and/or national discipline-specific standards. These specialized standards include but are not limited to Specialized Professional Association (SPA) standards, individual state standards, standards of the National Board for Professional Teaching Standards, and standards of other accrediting bodies [e.g., Council for Accreditation of Counseling and Related Educational Programs (CACREP)]. Evidence of candidate content knowledge appropriate for the professional specialty should be documented.

How Alignment is assured: The Assessment Coordinator in consultation with Program/Discipline Chairs, aligns the evaluation measures and assessment tasks with CAEP, InTASC, and appropriate Technology Standards. The Assessment Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing Watermark – Taskstream. This standards database is maintained by the Assessment Coordinator so that alignments can accommodate updates to standards, program competencies, courses, or assessments.

Evidence Overview

Use of Assessment as Part of the Quality Assurance System: The following EPP-created, course-based assessments are representative of the required foundation core and clinical coursework in which graduate candidates are required to demonstrate an understanding of the critical concepts and principles of their discipline In addition to these assessments, proprietary assessments are also administered, analyzed, and reviewed to ensure that program curricula prepare graduate candidates to demonstrate their ability to effectively work with diverse P-12 students and their families.

Master of Education in Curriculum & Instruction Reading and Master of Education in Special Education: ED 549 Intro to the Techniques of Research Action Research Project: Candidates in both programs must complete Human Subjects training through citiprogram.org as a part of ED 549 Introduction to Techniques of Research where candidates develop an action research proposal, and ED 545 Evaluation and Assessment in P-12 Educational Settings where the candidates implement the action research. Candidates are required to earn certificates for the modules “Social-Behavioral Educational Researchers” and “Social and Behavioral Responsible Conduct of Research Course”. The certificates are valid for three (3) years, and can be renewed.

Grambling State University Standard One Compendium 5

RA1.2 Provider Responsibilities

How the Evaluation is Used to Measure Candidate Progress:

The Human Subjects training modules and acquisition of the required certificates ensure that candidates are familiar with the tenets and responsibilities of ethical research. All candidates in Master of Education programs are required successfully complete the training.

M.Ed. in Curriculum & Instruction -Reading (1 item):

ED 505- ANALYSIS READING DIFFICULTIES CASE STUDY: Informal Reading Inventory:

This assessment is designed to provide classroom teachers and reading specialists with an understanding of the general and specific concepts related to reading assessment, as well as an understanding of how to conduct in-depth reading diagnoses, develop reading strengths, and address reading weaknesses Candidates will learn firsthand to administer and interpret formal, informal, and curriculum embedded assessment measures. (ILA, 3.1, 3.2). As discussed in class you will reflect upon the theory and discussion regarding assessment procedures and then use various tools in practical applications. Candidates also conduct an in-depth reading diagnosis of an individual student who is experiencing reading difficulty and consider the implications of the results to recommend classroom instruction and interventions. Final reports will be presented to colleagues, classroom teachers, during the NLRC meeting and a letter to parents is written with suggestions to assist the student at home (ILA.3.4).

Master of Education in Special Education (3 items):

Praxis II 5543: Special Education Core Knowledge and Mild to Moderate Applications

The Mild/Moderate concentration leads to a first licensure in Special Education. The state of Louisiana requires that all candidates seeking endorsement certification in Special Education Mild/Moderate as a part of the Master of Education program pass Praxis II: Special Education: Core Knowledge and Mild to Moderate Applications (5543). Therefore, the program requires candidates seeking the endorsement to teach in the state of Louisiana pass the test before graduation.

The Special Education: Core Knowledge and Mild to Moderate Applications (5543) is designed for candidates who plan to teach students with mild to moderate disabilities grades 1-5 or 6-12. The questions on the test assess knowledge of the basic principles and practices related to special education and mild to moderate application of these principles to realistic situations. Its focus is on five major content areas: Development and Characteristics of Learners, Planning and the Learning Environment, Instruction, Assessment and Foundations and Professional Responsibility. The 90 selected response questions assess the knowledge and understanding of principles and practices related to special education and mild to moderate applications. The three constructed-response questions are integrated ones that assess knowledge of students with mild to moderate disabilities as related to instruction and assessment, the learning environment and classroom management, and collaboration. The test incorporates terminologies, criteria, and classifications referenced in the fourth education of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). Passage of the Praxis II: Special Education: Core Knowledge and Mild to Moderate Applications (5543) is a requirement set forth by the Louisiana Department of Education for all candidates in Louisiana seeking initial certification/licensure or endorsement in Special Education Mild/Moderate grades 1-5 or 6-12.

Grambling State University Standard One Compendium 5 RA1.2 Provider Responsibilities

Description of how the assessment specifically aligns with CEC Standards (2020) and State of Louisiana Special Education standards

Each of the five content areas is comprised of a broad range of subareas that are directly relevant to each topic and constitute a given percentage of the items of the test.

I. Development and Characteristics of Learners (approximately 17 items/14%) CEC 2.0

• Human development and behavior

• Theoretical approaches to student learning and motivation

• Basic characteristics and defining factors for each of the major disability categories

• Impact of disabilities on individuals, families, and society across the life span

• Impact of language, cultural, and gender differences on the identification process

• Co-occurring conditions

• How family systems contribute to the development of individuals with disabilities

• Environmental and societal influences on student development and achievement

II. Planning and Learning Environment (approximately 20 items/17%) CEC 5.0, CEC 6.0; LA-SPED LE

• Characteristics of good lesson plans

• Basic elements of effective lesson plans

• Learning objectives that are measurable and appropriately challenging

• Means of providing access to the curriculum CEC 3.2

• Organizing the learning environment 6.1

• Understanding how to manage student behavior CEC 2.1 and CEC 2.3

• Design and maintenance of a safe and supportive classroom environment that promotes student achievement CEC 6.1

III. Instruction (approximately 20 items/17%) CEC 3.0 CEC 5.0; LA-SPED C, LA-SPED IP

• Instructional strategies and techniques that are appropriate, and consider students’ ages and abilities CEC 5.1

• Instructional strategies for ensuring individual academic success in one-to-one, small group and large group settings CEC 5.2, 5.2

• Instructional strategies that facilitate maintenance and generalization of concepts CEC 3.3, 5.6

• Selection and implementation of research-based interventions for individual students CEC 5.1

• Selection and implementation of supplementary and/or functional curriculum CEC 3.2

• Options for assistive technology CEC 5.2

• Instructional strategies/techniques that support transition goals CEC 5.5

• Preventive strategies and intervention strategies for at-risk learners CEC 5.1

IV. Assessment (approximately 17 items/14%) CEC 4.0; LA-SPED A

• Evidence-based assessments that are effective and appropriate

• Define and use various assessments CEC 4.2

• Interpret assessment results CEC 4.2

• Understand and use the results of assessments CEC 4.3

Grambling State University Standard One Compendium 5

RA1.2 Provider Responsibilities

V. Foundations and Professional Responsibilities (approximately 16 items/13%) CEC 1.0, CEC 2.0, CEC 7.0

• Federal definitions CEC 1.1

• Federal requirements for the pre-referral, referral and identification

• Federal safeguards of the rights of stakeholders

• Components of a legally defensible individualized education program

• Major legislation

• Roles and responsibilities of other professionals who deliver special education services

• Strengths and limitations of various collaborative approaches CEC 7.0

• Communication with stakeholders CEC 7.2 and 7.3

• Potential bias issues that may impact teaching and interacting with students and their families

VI. Integrated Constructed-response Questions (approximately 3 items/25%)

• Instruction and Assessment CEC 5.0 and 4.0

• Learning environment and classroom management CEC 6.0

• Collaboration CEC 7.0

Table: CEC Alignment with the Subareas of the Praxis II Special Education: Core Knowledge and Mild to Moderate Applications (5543) CEC

1. Human development and behavior

2. Theoretical approaches to student learning and motivation

3. Basic characteristics and defining factors for each of the major disability categories

4. Impact of disabilities on individuals, families, and society across the lifespan

5. Impact of language, cultural, and gender differences on the identification process

6. Co-occurring conditions

7. How family systems contribute to the development of individuals with disabilities

8. Environmental and societal influences on student development and achievement

and the Learning Environment

1. Characteristics of good lesson plans

2. Basic elements of effective lesson plans

3. Learning objectives that are measurable and appropriately challenging

4. Means of providing access to the curriculum

5. Organizing the learning environment

6. Understanding how to manage student behavior

7. Design and maintenance of a safe and sup portive classroom environment that promotes student achievement

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard One Compendium 5 RA1.2 Provider Responsibilities

1. Instructional strategies and techniques that are appropriate, and consider students’ ages and abilities

2. Instructional strategies for ensuring individual academic success in oneto- one, small group and large group settings

3. Instructional strategies that facilitate maintenance and generalization of concepts

4. Selection and implementation of research- based interventions for individual students

5. Selection and implementation of supplementary and/or functional curriculum

6. Options for assistive technology

7. Instructional strategies/techniques that support transition goals

8. Preventive strategies and intervention strategies for at-risk learners

1.

2. Define and use various assessments

3. Interpret assessment results

4. Understand and use the results of assessments

2. Federal requirements for the pre-referral, referral and identification

3. Federal safeguards of the rights of stakeholders

4. Components of a legally defensible individualized education program

5. Major legislation

6. Roles and responsibilities of other professionals who deliver special education services

7. Strengths and limitations of various collaborative approaches

8. Communication with stakeholders

9. Potential bias issues that may impact teaching and interacting with students and their families CEC

3. Collaboration

SPED 543 - HUMANISTIC APPROACHES TO BEHAVIOR MANAGEMENT ELD: Behavior Intervention Plan:

Details of Assessment Administration:

This assessment is required of candidates in the M.Ed. program in Special Education as a part of their concentration in Mild/Moderate special education. It is the key assessment in SPED 543 Humanistic Approaches to Behavior Management for students with Mild/Moderate Exceptional Learning Needs. This course is generally taken after most of the core classes have been completed, with candidates working with students in their own classrooms.

How the Evaluation is Used to Measure Candidate Progress: Candidates who do not successfully demonstrate competency on these assessments by meeting the target with an overall average score of

3.0 Effective Proficient on the key assessment will be required to meet with the course instructor to develop strategies for improvement. Candidates may be provided an additional opportunity to re-submit the assessment.

Grambling State University Standard One Compendium 5 RA1.2 Provider Responsibilities

SPED 542 - METH & MAT FOR TEACH CHILDREN WITH EXCEPTIONAL LEARNING NEEDS Internship Observation Evaluation Data

Details of Assessment Administration: This assessment is required of candidates in the M.Ed. program in Special Education as a part of their concentration in Mild/Moderate special education. It is the key assessment in SPED Methods and Materials for Students with Exceptional Needs. This course is generally taken after most of the core classes have been completed, with candidates working with students in their own classrooms.

How the Evaluation is Used to Measure Candidate Progress: Candidates who do not successfully demonstrate competency on these assessments by meeting the target with an overall average score of 3.0 Effective Proficient on the key assessment will be required to meet with the course instructor to develop strategies for improvement. Candidates may be provided an additional opportunity to re-submit the assessment.

Evidence and Analysis

Directions Delivered to the Candidates:

ED 549 Intro to the Techniques of Research is a core class that is required of candidates in both the Master of Education in Curriculum & Instruction- Reading and the Master of Education in Special Education-Mild/Moderate programs.

ED 549 Intro to the Techniques of Research Action Research Project: This is from the syllabus that discusses the Human Subjects component:

“You will develop one study proposal specific to your classroom needs including rationale, literature and proposed methodology that will be implemented next semester in ED 545. The first step will be to select an area to study specific to the needs of your classroom. We will then compare and contrast the most widely known models, and discuss the advantages and disadvantages of each model. The third step will be to select the model that you believe will provide the best methodology for your setting. You do not have to agree with a colleague who chooses the same topic, but a uses different model. Like teaching and learning, there are multiple ways to get strong outcomes. The fourth step will be to use the text to develop the questions that you would want to ask, investigate and critique pertinent literature/studies in your area, then develop a proposed methodology allowing you to collect the data that you would want to collect. The final step will be to put it together into one proposal that includes a context and introduction that demonstrates your understanding of the research question, and how to investigate it using research methods. Finally, you are expected to c omplete citiprogram.org training to demonstrate that you understand and will follow the requirements for human subjects research.”

Grambling State University Standard One Compendium 5 RA1.2 Provider Responsibilities

Evaluation Instrument:

M.Ed in Curriculum & Instruction -Reading and M.Ed. in Special Education: ED549-RU-Action Research Proposal CAEP RA1.1

The Human Subjects training and scoring through citiprogram.org is proprietary.

How is Reliability and Validity assured? (CAEP 5.2)

To determine the reliability of EPP-created assessments, program leads and faculty (SMEs) participate in training and calibration exercises to make sure that evaluators are using and interpreting rubrics in a consistent manner, which is necessary to ensure inter-rater reliability regarding the consistency of evaluating candidate performance on assessments. Faculty members are also occasionally chosen to take part in a formal inter-rater reliability study. The same pre-selected work sample from a course is scored individually for this study by other members of the faculty. Percent Agreement is calculated using the scores of the faculty members to evaluate the amount of inter-rater reliability. GSU seeks 75% or higher agreement.

To determine the content validity of EPP-created assessments, GSU uses a panel of subject matter experts (SMEs) to determine how well the elements included within the assessment align with the intended outcomes. Using the Lawshe Method (recommended by CAEP), SMEs are provided with a copy of the assessment’s directions and rubric. They are then asked to determine if each element is essential, useful but not essential, or not necessary.

ED 505- ANALYSIS READING DIFFICULTIES CASE STUDY: Informal Reading Inventory: DIRECTIONS TO STUDENTS:

As a reading teacher one of our duties is to be able to diagnose and recommend ways to help struggling readers. This assignment is thus designed to provide classroom teachers and reading specialists with an understanding of the general and specific concepts related to reading assessment, as well as an understanding of how to conduct in-depth reading diagnoses, develop reading strengths, and address reading weaknesses Candidates will learn firsthand to administer and interpret formal, informal, and curriculum embedded assessment measures. (ILA, 3.1, 3.2). As discussed in class you will reflect upon the theory and discussion regarding assessment procedures and then use various tools in practical applications.

You are also to conduct an in-depth reading diagnosis of an individual student who is experiencing reading difficulty and consider the implications of the results to recommend classroom instruction and

Grambling State University Standard One Compendium 5 RA1.2 Provider Responsibilities

interventions. Your final reports will be presented to colleagues, classroom teachers, during the NLRC meeting and you will write a letter to parents with suggestions to assist the student at home (ILA.3.4).

You are responsible for obtaining permission from teacher, school or parents that are required by the school to work with and assess the selected student. At no time should information gathered for this course be shared or made part of the student’s school or o ther records. Confidentiality and respect for the student, family, and staff colleagues is to be maintained throughout your case study project.

PART 1 OF YOUR CASE STUDY: BACKGROUND DATA & READING INTEREST INVENTORY

Demographics of student (ILA 4.1, 5.1)

• Candidates would obtain background information about the student from teachers and parents to understand the physical, social, emotional, cultural, intellectual, and other environmental factors that the child may exhibit. The race, age, gender, grade, and age are important because it places the child in a particular set of curricula. These factors may tell us if the child has been retained, advanced or is in the appropriate grade. Examine student’s past work samples, interview a teacher who has worked closely with the student and review any school records available. Address the student’s interests and experiences outside of school, health, and family information. Consider the factors that hinder literacy development at home. As discussed in chapter 5 of text, a good reading inventory will also give an insight into the child’s likes and dislikes.

• Design a reading inventory for the student. You should focus on the student as a reader, including reading interests, habits, attitudes, understandings, and student’s educational history. Clear connections must be made between the student’s cultural and linguistic development, reading development as well as the affective factors related to the student’s motivation to read.

• Write a profile of the student to include the information you have collected on the background of the student and the student as a reader. Use the data collected during interview with the student concerning reading attitudes and experiences (ILA 4.1).

Part 11: Administering of Informal reading Inventory (IRI) (ILA 5.1)

Candidates would establish rapport with the student and administer the inventory instruments starting with the Graded Word Lists. It is recommended you tape-record the IRI administration to assist you in the analysis process to determine the reader’s error rate, self-correction rate, and kinds of miscues, number of repetitions, and any other behaviors. Results of an appropriate informal reading assessments you have developed, administered, scored and interpreted. A description of the test or any other tests used is required and a synthesis of the student’s performance on each sub-test of the IRI. Include a copy of the assessments and the reading material used in your appendices.

Part 111: ANALYSIS OF MISCUES

For this part of the case study, you would analyze thoroughly all informal and formal data and explains the student’s reading in terms of the big five components scopes of reading and the background information, including student diversity, interest, and motivation. A written analysis of 2-3 pages of the child’s strengths and weaknesses with appropriate documentation from data gathered during each part of the case study should be well documented.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Part 1V Intervention

Grambling State University Standard One Compendium 5 RA1.2 Provider Responsibilities

Based on analysis of data collected you will propose appropriate literacy practices for the child (ILA 3.2) You will demonstrate understanding of the process of assessment and skill in using assessment data by planning an intervention plan.

• Candidates would design two strategies for each area of need, making sure to explain the clear connection between your analysis of assessment results and your instructional recommendations. Pay attention to strategies that are corrective or remedial in nature, depending upon the assessment of the student.

• Candidates will share their Case Study experience with classroom teacher and colleagues and other professionals to be arranged by instructor most probably during the NLRC Reading conference.

• Recommendation: You will use written communication means to inform parents of the assessment results and advocate literacy appropriate practices to parents to assist the child at home (ILA 3.4)

• You will write a one-page letter to parents based on your findings and recommendations. Recommendations will include reading materials, both print and non - print, and resources or strategies for meeting individual needs. Provide recommendations on student strengths and weaknesses and appropriate home learning activities parents can use at home to assist students. Could be a variety of digital and media formats that parents can readily use, and culturally diverse activities depending on your specific case. Explain strategies the student currently uses effectively. Recommend instructional practices and assessment that will further develop the student’s comprehension and learning.

Part V: Candidate Self-Reflection

Finally, you would present a self-evaluation and reflection, which must represent solicitous reflection upon the standards in connection with the case study required by the course. Your reflection should discuss what you learned during the process, what you would like to have done differently, and how you might apply what you learned in the future as a reading teacher (ILA 6.1). Discuss what you will do differently in designing future instruction. Identify what professional knowledge, skills, and dispositions you envisage for personal growth in assessment.

Some questions to ponder while writing a detail analysis of the process of administering the IRI to the student are:

• What positive or negative experiences did you encounter?

• How were your feelings towards this child?

• What were the students’ reactions, and responses?

• What do you think went well? Or went wrong with administration of the Test?

• What miscues were prominent? What were your feelings towards the student and his performances?

• What instructional strategies/techniques could you apply in the future to improve your desired results?

Grambling State University Standard One Compendium 5

RA1.2 Provider Responsibilities

Your final case study may be about 3-5 pages to address each component of the narrative portion of the project. Summarize the student’s strengths and needs in the different components of the IRI. Relate these strengths and needs to a continuum of development. Suggest a goal of instruction in each of these areas. In addition, attach appendixes with any relevant assessment or instructional materials or documentation. The assignment is 100 points and score would be computer based on the rubric criteria scores of the department (See Rubric for Case Study /IRI on Canvas.

Grambling State University Standard One Compendium 5

RA1.2 Provider Responsibilities

ED 505- ANALYSIS READING DIFFICULTIES: Scoring Guide for IRI Case Study

Candidates understand the purposes, attributes, formats, strengths /limitations (including validity, reliability, inherent language, dialect, cultural bias), and influences of various types of tools in a comprehensive literacy and language assessment system and apply that knowledge to using assessment tools.

(ILA 3.1,1.1)

Candidate does not selected appropriate tests based on prior information.

Does not administer and analyze test results based on students’ strengths and weaknesses. Does not make sufficient recommendations for instructional practices and curriculum materials

Candidate partially selects tests based on prior information.

-Partially administers and analyzes tests related to student’s strengths and weaknesses

Candidate proficiently selects appropriate tests based on prior information.

-Administers and analyzes tests related to student’s strengths and weaknesses.

Candidate comprehensively selects and administers appropriate formal and informal tests based on surveys, observations and prior data. Administers and analyzes and interprets all assessment data related to students strengths and weaknesses in the co mponents of reading.

Analysis of Data Candidates collaborate with colleagues to administer, interpret, and use data for decision making about student assessment, instruction, intervention, and evaluation for individual and groups of students

(ILA 3.2)

Candidate cannot identify the purposes, attributes, formats, strengths/limitations of assessment measures’

-Cannot administer formal measures and make decisions.

- Cannot interpret results of IRI

-Components of IRI are not fully analyzed or are not analyzed correctly

Candidate demonstrates some awareness to identify the purposes, attributes, formats, strengths/limitations of assessment measures.

-Candidate partially administers the IRI and interprets results of miscues. Limited components of IRI are analyzed according to sight words, oral reading and comprehension/retelling as it affects instructional level.

Candidate identifies adeptly the purposes and attributes of assessment measures of the IRI

- Capably interprets all components of IRI are analyzed according to sight words, oral reading, and comprehension /retelling as it affects instructional levels. Most components of IRI are analyzed according to sight words, oral reading and comprehension/ retelling as it affects instructional levels

Candidate extensively identifies the purposes, attributes, formats, strengths/limitations of assessment measures

- Administers and synthesizes results of combination of Graded Word Lists, Oral Reading, and silent reading passages and identifies reading levels.

All co mponents of IRI are analyzed according to sight words, oral reading and comprehension/ retelling as it affects instructional levels

STANDARD 4: DIVERSITY AND EQUITY

ILA 4.1 Candidates demonstrate knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction

Candidate does not demonstrate any knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction

-No relevant demographic information on age, race, ethnicity is provided on case study

-Does not show key pedagogies such as culturally and linguistically relevant pedagogy with case study.

-little or no selected materials, texts and technology are used.

Candidate demonstrates some awareness of knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction

-Relevant demographic information on age, race, and ethnicity is provided on case study.

-Demonstrates few key pedagogies such as culturally and linguistically relevant pedagogy

-Few selected materials, texts and technology based on students reading levels, interests, and background are used.

Candidate demonstrates strongly knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction.

-Relevant demographic information on age, race, and ethnicity is provided.

-Demonstrates adequate key pedagogies such as culturally and linguistically relevant pedagogy

-Selected materials, texts and technology based on students reading levels, interests, and background

Candidate demonstrates solid knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction, and how the various aspects of diversity interrelate.

-Relevant demographic information on age, race, an d ethnicity is provided on case study.

-Demonstrates key pedagogies such as culturally and linguistically relevant pedagogy.

-Selected materials, texts and technology based on students

ILA 3.4: Candidates, using both written and oral communication, explain assessment results and advocate for appropriate literacy and language practices to a variety of stakeholders, including students, administrators, teachers, other educators, and parents/guardians.

Grambling State University Standard One Compendium 5

RA1.2 Provider Responsibilities

Candidate vagu ely uses written communication to explain assessment results to teachers and parents/guardians.

Inaccurately uses data to develop and make specific recommendations for instructional practices and relevant curriculum materials and areas of need to teachers and parents.

Candidate adequately uses written communication to explain assessment results to teachers and parents/guardians. Adequately uses data to develop and make specific recommendations for instructional practices and relevant curriculum materials and areas of need to teachers and parents.

Candidate:

Candidate proficiently uses written communication to explain assessment results to teachers and Parents and guardians. Perfectly uses data to develop and make specific recommendations for instructional practices and relevant curriculum materials and areas of need to teachers and parents. Advocates for appropriate literacy and language practices to students, teachers, and parents/guardians

Candidate:

reading levels, interests, and background.

Candidate poignantly uses written communication to explain assessment res ults to teachers and Parents guardians. Accurately Organizes assessment results across measures to show relationships and interactions (e.g., demographics and test results)

Intervention

Candidates work with individual and small groups of students at various grade levels to assess students’ literacy strengths and needs, develop literacy intervention plans, implement instructional plans, create supportive literacy learning environments, and assess impact on student learning. Settings may include a candidate’s own classroom, literacy clinic, other school, or community settings.(7.1)

Candidates, in consultation with families and colleagues, meet the developmental needs of all learners (e.g., English learners, those with difficulties learning to read, the gifted), taking into consideration physical, social, emotional, cultural, and intellectual factors (ILA 5.1)

Candidates integrate digital technologies into their literacy instruction in appropriate, safe, and effective ways and assist colleagues in these efforts.

(ILA 5.3)

Cannot work with individual and small groups of students at various grade levels to assess students’ literacy strengths and needs, and develop literacy intervention plans

• Cannot implement instructional plans, create supportive literacy learning environments, and assess impact on student learning

• Works with individual and small groups of students at various grade levels to assess students’ literacy strengths and needs and develop literacy intervention plans

• Uses multiple assessments to measure students’ literacy needs and strengths

• Implements instructional plans, creates supportive literacy learning environments, and assesses impact on student learning

• Works with individual and small groups of students at various grade levels to assess students’ literacy strengths and needs and develop literacy intervention plans

• Uses multiple assessments to measure students’ literacy needs and strengths

• Implements instructional plans, creates supportive literacy learning environments, and assesses impact on student learning

Works with individual and small groups of students at various grade levels to assist students’ literacy strengths and develop literacy intervention plans and analyzes intervention plans with peers

• Uses multiple assessments to measure students’ literacy needs and analyzes results with peers

• Implements instructional plans, creates supportive literacy learning environments, and assesses impact on student learning

Candidate lacks awareness to apply knowledge of theories to develop intervention approaches, strategies, and modifications for learner with reading difficulties.

Candidate poorly or does not integrate digital technologies into his or her literacy instruction.

-Does not use digital technologies in appropriate, safe, and effective ways.

Candidate averagely incorporates knowledge of student’s background information and theories to develop intervention approaches, strategies, and modifications for learner with reading difficulties.

Candidate integrates partially the basic digital technologies into his or her literacy instruction.

-Candidate uses rudimentary digital technologies in appropriate, safe, and effective ways.

Candidate adequately applies knowledge of student’s background information and theories to develop intervention approaches, strategies, and modifications for learner with reading difficulties

Candidate integrates digital technologies into his or her literacy instruction for remediation.

-Uses expertly tablets, or IPad, and interactive smartboards for interactive word games in

Candidate comprehensively utilizes student’s background information and knowledge of theories to develop intervention approaches, strategies, and modifications for learner with reading difficulties.

Candidate extensively integrates digital technologies into his or her literacy remediation lesson. - Uses and guides students’ use of digital technologies in appropriate, safe, and effective ways.

Grambling State University Standard One Compendium 5

RA1.2 Provider Responsibilities

Collaboration /Disposition

Candidates complete supervised, integrated, extended practical/clinical experiences that include intervention work with students and working with their peers and experienced colleagues (ILA 7.4)

Candidates use their knowledge of adult learning to engage in collaborative decision- making with colleagues to design, align, and assess instructional practices and interventions within and across classrooms.(IlA6.2)

Candidate does not receive supervision, including observation and ongoing feedback during his or her practicum/clinical experiences.

Receives supervision, including observation and ongoing feedback during his or her practicum /clinical experiences and is open to feedback

appropriate, safe, and effective ways.

Receives supervision, including observation and ongoing feedback during his or her practicum /clinical experiences and is open to feedback.

-Effectively uses tablets, or IPad, and interactive smartboards for interactive word games.

Candidates shares self-selected clips of lessons with colleagues and supervisor for the purpose of reflection, improvement of practice, and evaluation. Positively accepts feedback for improvement.

Candidate does not use his or her knowledge of adult learning to engage in collaborative decision making with colleagues to design, align, and assess instructional practices and interventions within and across classrooms.

Candidate uses his or her knowledge of adult learning to engage in collaborative decisionmaking with colleagues.

• Engages with teachers in designing, aligning, and assessing instructional practices and interventions within and across classrooms

Candidate uses his or her knowledge of adult learning to facilitate collaborative decisionmaking efforts.

• Engages with teachers, literacy coaches, and administrators in designing, aligning, and assessing instruction practices and interventions within and across classrooms

Candidate uses his or her knowledge of adult learning to facilitate collaborative decision- making efforts.

• Engages with teachers, literacy coaches, and administrators in designing, aligning, and assessing instruction practices and interventions within and across classrooms

Candidates demonstrate the ability to reflect on their professional practices, belong to professional organizations, and are critical consumers of research, policy, and practice

ILA 6.1:

CAEP RA 1.1

Candidate does not demonstrate the ability to self-assess and reflect on his or her roles to administer the IRI.

Reflection exhibits and identifies no positive dispositions related to the candidate’s own reading and learning and assessing of reading. Does not supports the value of assessment in school and models a positive attitude towards helping student who struggle Candidate does not plan to explore more assessment tools and to join a professional development organization for continuous improvement as a reading teacher

Candidate demonstrates partially the ability to self-assess and reflect on his or her roles to administer the IRI.

Reflection exhibits and identifies partially positive dispositions related to the candidate’s own reading and learning and assessing of reading. Partially supports the value of assessment in school and models a positive attitude towards helping student who struggle with reading.

-Candidate mentions plans to explore more assessment tools and to join a professional development organization for continuous improvement as a reading teacher

Candidate demonstrates adequately the ability to selfassess and reflect on his or her roles to administer the IRI. Reflection exhibits and identifies adequately positive dispositions related to the candidate’s own reading and learning and assessing of reading.

-Adequately supports the value of assessment in school and models a positive attitude towards helping student who struggle with reading.

-Candidate plans to explore more assessment tools and to join a professional development organization for continuous improvement as a reading teacher

Candidate demonstrates thoroughly the ability to self-assess and reflect on his or her roles to administer the IRI.

-Reflection exhibits and identifies thorough positive dispositions related to the candidate’s own reading and learning and assessing of reading.

-Supports the value of assessment in school and models a positive attitude towards helping students who struggle with reading.

-Candidate plans to explore more assessment tools and to join a professional development organization for continuous improvement as a reading teacher.

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Directions Delivered to the Candidates in the Master of Education in Special Education:

1. Praxis II: Special Education: Core Knowledge and Mild to Moderate Applications (5543): Candidates sign up for the test and arrange for a testing date appointment. Candidates are encouraged to take the test when they have completed most of the courses in the Special Education Mild/Moderate concentration. The test is two hours long and consists of 90 selected response questions comprising 75% of a score and three integrated constructed response questions representing the remaining 25% of a score. The test is delivered electronically. Candidates must meet or exceed the threshold score of 153 set by the state of Louisiana in order to meet this requirement.

Evaluation Instrument:

The test is delivered electronically by the Educational Testing Service

Assurance of Reliability and Validity: Praxis II: Special Education: Core Knowledge and Mild to Moderate Applications (5543) is proprietary.

2. SPED 543 - HUMANISTIC APPROACHES TO BEHAVIOR MANAGEMENT ELD Behavior Intervention Project:

In the field experience required for the course, you will work with a student with mild to moderate exceptionalities in the area of behavior. This is to provide you with practical experience that you can tie to the theories, readings and text information. Remember, you have multiple resources at your disposal: websites, databases, clearinghouses such the IRIS Center, parentcenterhub.org, ies.ed.gov, and professional journals (peer-reviewed) that you can access electronically through our library to name a few. Therefore, you are to complete the following for this course:

1. Identify a student with whom you can work to provide a behavioral intervention to help that student in the class. The behavior may involve reducing or replacing a behavior that hinders the academic or social interactions of the student, OR increasing a behavior that may elevate that student academic or behaviorally. After identifying your target student, identify a behavior that you believe that an intervention would help the student in the class, either academically and behaviorally. As we know, social competence and acceptance is a necessary part of inclusive and equitable school success for many students. Therefore, after identifying a student and behavior of interest, complete a Functional Behavioral Assessment (FBA) for the student with ELN in your class. The FBA data should include the following (CEC 6):

Description of the behavior that you will focus upon and determination of what function the behavior serves for the student

a) Describe the current learning and social environment and how it may assist or hinder the student

b) Interview of one or two of the following: another teacher or a paraprofessional who works with that student, a parent/caregiver, or related service personnel** to seek input/ideas and present evidence of why your intervention will improve behavior and/or social functionality of the student.

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

2. Assessments CEC 6 CEC 4:

a. Informal:

(1). Two (2) Narrative description (both at least 30 minutes each in length) describing the student’s behavior

(2) Event Recording in at least two settings and over at least four days (baseline data) over two different settings, focusing on behaviors of interest for intervention

b. Formal assessment:

(1). Using Behavioral Checklist, FAIS, BASC-3, or a school-based formal assessment of behavior, chart or note the behaviors

(2). Analyze the data and compare the formal assessment to your informal ones. Do they match? Yes or no and why? What evidence do you cite?

3. Design an intervention to improve functionality/behavior in classroom or school setting

a. Describe the intervention, why it was chosen for the student, what research supports it, and how it will impact the student

b. Describe what changes in the educational environment (teaching and/or learning) will be made and why it should be done in order to improve the learning environment for the student

c. Describe how you will determine if the intervention has worked

4. Collect data during the intervention: narrative recording, event recording of the behavior of interest/intervention CEC 4

4. Using the same data collection formats that were used for the pre-intervention, collect data again

5. then analyze the data and reflect on the effectiveness of the intervention. Analysis should be tied to current peer-reviewed research, and referenced using APA. Include Bibliography.

6. Present the intervention outcomes to other stakeholders in the form of a letter and next steps. CEC 7

Additional Case Study—This is additional information to think about:

7. Now, imagine that your student experiences a serious emotional crisis. The traumatic event has left your student displaying signs of PTSD (CEC 6).

a) what are possible signs of PTSD in an elementary or secondary student?

b) what procedures and services does your school and school system have in place in case of crises.

c) identify the agencies, organizations and options that are available for your student and his/her family within a 50 mile radius, and what services they provide. These can be social, medical, psychological, etc.

d) Present your findings.

**Related service personnel can include for example: Paraprofessionals, Occupational, Physical and/or Speech therapists, Social Workers, Rehabilitative Counselors, Psychologists, Behavior Interventionist, bus drivers, Pupil Appraisal personnel, Transition Specialists.

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

Evaluation Instrument: SPED 543 - HUMANISTIC APPROACHES TO BEHAVIOR MANAGEMENT ELD: Behavior Intervention Project

Novice Effective Emerging Effective Proficient Highly Effective

Use knowledge of development and individual needs of individuals with exceptionalities to identify areas of behavioral need.

CEC 2

The candidate did not appear to show use of knowledge of development or individual needs or are incorrectly applied to determine what function the behavior of interest is serving for the student

The candidat e discusses the importance of determining what function the behavior of interest is serving for the student

The candidate develops a functional behavioral analysis FBA that uses both knowledge of development and individual needs to determine what function the behavior of interest is serving for the student

The candidate develops a functional behavioral analysis FBA that uses both knowledge of development and individual needs to determine what function the behavior of interest is serving for the student, taking into account cultural and or linguistic background

Description of the current learning environment academically CEC 6

The candidate did not appear to provide a description of the school or class

The candidate provided a description of the learning environment includes size of class, placement of desks

The candidate provided a description of the learning environment, including size of class, placement of desks and demographic makeup of students

The candidate provided a description of the learning environment, including size and type of school, size of class, placement of desks and the demographic makeup of students

Description of the current learning environment socially CEC 6

The candidate did not appear to provide a description of the social makeup school or class (the learning environment)

The candidate provided a description of the learning environment includes placement of desks, and where the student of interest is placed

The candidate provided a description of the learning environme nt, including makeup of students, observation of physical environment of class

The candidate provided a description of the learning environment, including makeup of students, physical environment of the class, and a sociogram of students that target who the student interacts with (and result)

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Pre-Intervention: Multiple informal observational assessments including Narratives/running records and frequency charting of behavior over settings is used to make decisions about individuals with ELN

CEC 4

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Novice Effective Emerging Effective Proficient Highly Effective

The candidate’s preintervention lacks informal observational assessments to make decisions about the intervention for individuals with ELN

The candidate’s pre -intervention uses informal observational assessments including Narratives/running records or frequency c harting of behavior over settings to make decisions about the intervention for individuals with ELN

The candidate’s pre -intervention uses multiple informal observational assessments including Narratives/running records and frequency charting of behavior over settings to make decisions about the intervention for individuals with ELN

The candidate’s pre -intervention uses multiple rich informal observational assessments including objective and detailed narratives/running records and frequency charting of behavior over settings to make culturally sensitive decisions about the intervention for individuals with ELN

Pre-Intervention: Candidate uses technically sound formal assessment as part of the Pretest data

CEC 4

Candidate does not provide evidence of using technically sound formal assessment as part of the Pretest data

Candidate uses a school or district based assessment only that they do not confirm is a formal assessment as part of the Pretest data

Candidate uses technically sound formal assessment as part of the Pretest data

Candidate uses technically sound formal assessment as part of the Pretest data and reports the results, along with student demeanor before and during assessment

Use of knowledge of measurement and practices to interpret assessmen t results and guide the design of the intervention for educational purposes

CEC 4

Candidate does not use knowledge of measurement and practices to design the intervention

Candidate uses knowledge of measurement and practices to interpret assessment results and design the intervention that is appropriate, and feasible

Candidate uses knowledge of measurement and practices to interpret assessment results and design the intervention that is appropriate, feasible, and least intrusive

Candidate uses knowledge of measurement and practices to interpret assessment results and design the intervention that is appropriate, feasible, least intrusive and culturally sensitive

Post- Intervention: Used the same formal assessments and multiple informal assessments such as: Narratives/running records, frequency charting of behavior over settings is used to make decisions about effectiveness of intervention for individuals with mild/moderate ELN

CEC 4

The candidate’s postintervention statements do not reference informal or formal assessments to decide if the intervention works

The candidate’s post-intervention uses the same informal observational assessment such as frequency charting of behavior over the classroom setting settings to interpret data

The candidate’s post-intervention uses the same formal assessment and multiple informal observational assessments such as frequency charting of behavior over varied settings to interpret data decisions about the intervention that is personalized for individuals with mild to mod erate ELN

The candidate’s post-intervention uses the same formal assessment and informal observational assessments including objective and detailed narratives/running records and/or frequency charting of behavior over varied settings to interpret data about the intervention that is culturally sensitive and personalized for individuals with mild to moderate ELN

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Incorporation of peer-reviewed research, government clearing houses (e.g, ies.ed.gov), IRIS Center, pertaining to knowledge, current issues and trends best practices in the reflection and analysis of outcome data

CEC 1

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

The candidate’s reflection is missing, or inaccurate as indicated by data from pre-test, and post-test

The candidate’s reflection is accurate, and is clearly tied to data from pre- test, and post-test

The candidate’s reflection is accurate, sensitive to the developmental needs of the student, and is tied to data from pre-test, intervention and post-test

The candidate’s reflection is accurate, sensitive to the development and cultural needs of the student, and is clearly tied to data from pre- test, intervention and post-test

Candidate does not appear to incorporate research pertaining to foundational knowledge, or current issues or trends

Candidate cites research from professional journals, but does not incorporate research pertaining to foundational knowledge, current issues or trends

Candidate incorporates research from professional journals and governmental clearing houses pertaining to foundational knowledge, current issues or trends into the analysis of outcome data

Candidate incorporates research from professional journals and governmental clearing houses pertaining to foundational knowledge, current issues and trends into the reflection and analysis of outcome data and reflections

Communicate the needs of students with ELN to school personnel

CEC 7

ISCI7S9

The candidate does not communicate the behavioral findings or needs of students with ELN to teachers or other school personnel

The candidate communicates the behavioral findings about the student with ELN to other teachers

The candidate communicates the behavioral findings and needs of the student with ELN to school personnel, caregivers, and/or community partners

From the case study portion:

Explanation and knowledge of signs of emotional or behavioral crisis, citing current research and trends

CEC 6

Candidate did not recount signs that may signal a student’s emotional and/or behavioral crisis in order to intervene safely and appropriately

Candidate recounts signs that may signal a student’s behavioral crisis in order to intervene safely and appropriately

Candidate recounts multiple signs that may signal a student’s emotional and/or behavioral crisis in order to intervene safely and appropriately

Presentation of procedures and services in school in case of emotional or behavioral crisis

CEC 6

Candidate did not appear to outline of procedures or services available in the school

Candidate provided an outline of procedures OR services available in the school

Candidate provided an outline of procedures and services available in the school

Candidate provided an outline of procedures and services available in the school according to increasing intervention and intensity

Documentation of resources available via community agencies to assist in programming in case of emotional or behavioral crisis

CEC 6, CEC 7

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Novice Effective Emerging Effective Proficient Highly Effective

Candidate did not appear to provide documentation of local resources available to assist in programming in case of emotional or behavioral crisis

Candidate provided documentation of local resources available via community agencies to assist in programming in case of emotional or behavioral crisis

Candidate provided documentation of local resources available via community agencies to assist in programming in case of emotional or behavioral crisis and list of services provided

Candidate provided documentation of local community and state resources available via community agencies to assist in programming in case of emotional or behavioral crisis, and list of services provided

Use written language effectively

CEC 1

The candidate’s written communication has many spelling and grammatical errors

The candidate’s written communication is clear but has spelling or grammatical errors

The candidate’s written communication is clear and has only few and/or minor errors

All candidates must score an average of > 3.0 with no more than 1 area rated as “Novice”. Those that do not meet standards must resubmit a revised version.

The candidate’s written communication clear and free of errors

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

3. SPED 542 Methods and Materials for Teaching Children with Exceptional Learning Needs: Internship Observation Evaluation

Evaluation Measure Rubric

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

A. Using understanding of development to individualize instruction

IEP, IFSP, ITP Development: Collaborates with team members to meet the needs of diverse students to develop appropriate & required IEPs, IFSPs, ITPs(initial, review, interim, transitional or declassified). All sections of the document(s) are completed including general student information, academic and behavioral need areas, current performance, goals and short term objectives if needed, personnel responsible and appropriate signatures InTASC 2, 6, 8, 9; LA LE-D; LA C-B; LA IP-A; CEC 1.1; 2.1; CEC 3.2; CEC 5.1, 5.6, CEC 7.1

Not allowed or none scheduled

Candidate d oes not participate in at least one conference with team members or IEP meeting

Candidate meets with school-based decision team, participates in IEP, Section 504 and/or RTI meetings providing data of student needs within candidate’s classroom

Candidate participates in IEP, IFSP or ITP development for a conference with team members or IEP meeting. Participates in IEP, Section 504 and RTI meetings providing data of students activity within candidate’s classroom outlining student strengths, needs next or necessary steps for progress

C. Responding to the varying abilities and behaviors of individuals

IEP Meetings Participates fully and meaningfully in IEP, IFSP, ITP and/or EYSP conference with educator teams or in actual IEP; is aware of parental procedural safeguards, timelines for completing documents and demonstrates sound conferencing skills InTASC 2, 8, 9; LA LE-D; LA C-B; LA IP-A; CEC 1.1; CEC 2.1 & CEC 7.2, 7.3

D. Use collaborative skills to promote well -being across a range of settings & collaborators

Communication for Inclusion: Skill in communicating and conferencing with students, parents, and other classroom teachers to optimize inclusion experiences for students with special needs in the regular classroom InTASC 2, 6, 8, 10; CEC 7; CEC7.1

Not allowed or none scheduled

Candidate d oes not participate in at least one conference with team members or IEP meeting, and does not provide awareness of parental and procedural safeguards

Candidate does n ot communicate with multiple stakeholders for inclusion

Candidate discusses intention to communicate with stakeholders e.g., parents, other teachers, related service personnel

Candidate demonstrates/documents communication for inclusion with at least one educational stakeholder e.g., parents, or other teachers, related service personnel

Candidate participates in IEP, IFSP or ITP development for at least 1 conference with team members or IEP meeting, documents awareness of parental and procedural safeguards

Candidate demonstrates/documents communication for inclusion with multiple stakeholders including parents, other teachers, related service personnel

E. Develop and implement a variety of educational plans CEC 5; CEC 5.2; 5.5; LA C-A; InTASC 2, 7, 8, Lesson Planning: Uses IEP, IFSP, or ITP with curriculum standards to develop lesson plans to address specific needs and strengths of students, makes objectives of lessons clear, includes and uses appropriate technology, promotes skill development a nd reinforcement, motivates through effective communication, adapts and/or modifies using principles of universal design and differentiated instruction

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Candidate presents n o evidence of use of IEP, IFSP, or ITP with curriculum standards

Candidate presents evidence of use of IEP, IFSP, or ITP with curriculum standards to develop lesson plans to address specific needs of students

Candidate presents accurate, evidence of use of IEP, IFSP, or ITP with curriculum standards to develop lesson plans to address specific needs and strengths of students, makes objectives of lessons clear, includes and uses appropriate technology

Candidate presents accurate, feasible and outlined use of IEP, IFSP, or ITP with curriculum standards to develop lesson plans to address specific needs and strengths of students, makes objectives of lessons clear, includes and uses appropriate technology, promotes skill development and reinforcement, motivates through effective communication

F. Develop and implement a variety of education al plans. CEC5; LA C; InTASC 2, 7, 8, 9, 10; Inclusion Opportunities: Assumes role as collaborator, consultant and team member in inclusion opportunities from special education perspective

1. Incorporates appropriate technology to enhance student learning

2. Developments supplementary materials to meet individual needs

3. Adapts instruction and co-teaches in the regular classroom

4. Provides demonstrations for regular teachers and paraprofessionals

5. Assesses school and community environments for inclusi on opportunities (circle any/all)

Candidate presents no evidence of being an active team member in creating or maintaining inclusion opportunities from special education perspective

Candidate presents evidence of acting to create or maintain inclusion opp ortunities from special education perspective through the following: adapting instruction and co-teaches in the regular classroom;

Candidate presents evidence of being an active team member creating or maintaining inclusion opportunities from special ed ucation perspective through the following:

1. appropriate technology to enhance student learning;

2. use of supplementary materials to meet individual needs;

3. adapting instruction and co-teaches in the regular classroom;

Candidate presents evidence of b eing an active team member creating or maintaining inclusion opportunities from special education perspective through the following:

1. appropriate technology to enhance student learning;

2. use of supplementary materials to meet individual needs;

3. adapting instruction and co-teaches in the regular classroom;

4. providing demonstrations for regular teachers and paraprofessionals;

5. assesses school and community environments

G. Teach to mastery and promote generalization of learning

InTASC 2, 3, 7, 8; CEC 5; CEC 5.1; LA C-A National (and State) Louisiana Department of Education Resources Materials. Utilizes Department of Education bulletins, manuals, websites, external links and curriculum (GLE or CCSS) to ensure compliance with state and federal mandates relative to educating children with special needs and meeting state benchmarks and standards

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Candidate provides no evidence of use of local, state or national curriculum materials to ensure compliance with state and federal mandates relative to educating children with special needs and meeting state standards

Candidate provides evidence of use of district supplied curricular materials curriculum to ensure compliance mandates relative to educating children with special needs and meeting state standards

Candidate provides evidence of use of national or state Department of Education curriculum to ensure compliance with educational mandates relative to educating children with special needs and meeting standards

Candidate provid es evidence of use of national and State Departments of Education bulletins, manuals, websites, external links and curriculum (e.g., LA Believes, ILA, Next Gen, etc.) to ensure compliance with state and federal mandates relative to educating children with special needs and meeting standards

ENHANCEMENT OF ACADEMIC SKILLS COMPASS 1C, 2C, 3B; LA C, LA IP

A. Consider abilities, interest, learning environments, cultural and linguistic factors. Principles of Universal Design: Uses principles of universal design or designing instruction to serve the greatest number of students through multiple methods, means of assessment, and student product to gauge acquisition of curriculum standards InTASC 2, 7; LA C-D; CEC 3.2 & CEC 5.2, LA IP-A

Candidate does not demonstrate use of principles of universal design or designing instruction to serve the students

Candidate uses principles of universal design or designing instruction to serve the greatest number of students evident in lesson/unit plans or instruction through multiple methods, means of assessment, and student product to gauge acquisition of curriculum standards

Candidate uses principles of universal design or designing instruction to serve the greatest number of students evident in lesson/unit plans and instruction through multiple methods, means of assessment, and student product to gauge acquisition of curriculum standards

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

B. Curricular Knowledge.

Presents and explains the concept to be learned, how it fits into prior learning and knowledge, and sequences the new learning

CEC 3; LA IP-C; CEC 5; CEC 5.6 process CEC 5.3; CEC 5.1, InTASC 8

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Candidate does not demonstrate use of sequencing to present curricular content, to increase basic academic skills

Candidate demonstrates use of sequencing, and knowledge of curricular content to increase basic academic skills

Candidate demonstrates use of sequencing, knowledge of curricular content and use of direct instruction to increase basic academic skills

Candidate demonstrates use of sequencing, and demonstration of knowledge of curricular content, use of error analysis during instruction and use of direct instruction to increase basic academic skills

C. Uses & modifies structures, concepts of discipline, and/or tools of inquiry for learners, and Modifies general and specialized curricula for accessibility

Differentiated Instruction and UDL: Uses UDL & DI to make structures, concepts and tools of inquiry accessible to learners with specialized needs through individualized teaching Uses assessment information on the IEP, IFSP, ITP and/or EYSP to formulate instructional hypotheses and objectives. CEC 3;CEC 3.1, CEC 3.3; InTASC 4, 5, 8; LA C-A;

Candidate does not demonstrate planning for teaching strategies for diverse students

Candidate demonstrates use of planning for teaching strategies that address the needs of students who struggle.

Candidate demonstrates use of DI and UDL in planning and implementation of teaching strategies that address needs of struggling students in the classroom.

Candidate dem onstrates use of DI and UDL in planning and implementation of teaching strategies that address the IEP, ITP, IFSP or EYSP needs of students.

F. Modify general and specialized curricula for accessibility

Use of Response to Intervention Principles: In collaboration with the other teachers on team, designs, implements and assesses a multi-tiered system of remediation based upon increasing levels of intervention for all students CEC 3; CEC 3.1, 3.2; LA C-A; InTASC 8

Candidate does not demonstrate/doc ument collaborations with other educators regarding RTI

Candidate demonstrates/documents collaboration with other educators to teach in a tiered of remediation for students

Candidate demonstrates/documents collaborations with other educators to teach and assess in a tiered system of remediation based upon increasing levels of intervention for all students

Candidate demonstrates/documents collaborations with other educators to design, implement and assess a tiered system of remediation based upon increasing levels of intervention for all students

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

L. G. Enhance language development and communication skills: Speech, Language and/or Communication Enhancement: Uses modeling, assessments, knowledge of language delays, language differences, and disorders to enhance appropriate communicative opportunities, promote developmentally and age appropriate language for students including language skills, social competence, vocabulary, speech practice, use of augmentative and/or assistive technologies. CEC 5.1; CEC 5.4 & 5.3; InTASC 1, 2, 8

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Candidate does not demonstrate or document knowledge of language disorders, OR use modeling, and assistive and/or augmentative technologies as necessary to enhance appropriate language for students

Candidate demonstrates/documents knowledge of language disorders, OR uses modeling, and assistive and/or augmentative technologies as necessary to enhance appropriate language for students

Candidate demonstrates/documents knowledge of language delays, language differences, disorders, then uses modeling, and assistive and/or augmentative technologies as necessary to enhance appropriate language for students including vocabulary, and speech practice

Candidate demonstrates/documents knowledge of language delays, language differences, disorders, then uses modeling, assessments, and assistive and/or augmentative technologies as necessary to enhance appropriate language for students including vocabulary, speech practice, and social competence

H. Enhance language development and communication skills : Models appropriate language (verbal and nonverbal) for students to promote increased effectiveness in verbal and nonverbal communication CEC 5. 2; CEC 5.6; InTASC 8, LA C-D

Candidate does not model appropriate verbal language for students to promot e increased effectiveness in verbal communication

Candidate demonstrates appropriate verbal language for students to promote increased effectiveness in verbal communication

Candidate demonstrates appropriate language models (verbal and nonverbal) for stud ents to promote increased effectiveness in verbal and nonverbal communication

Candidate demonstrates culturally sensitive models of appropriate language (verbal and nonverbal) for students to promote increased effectiveness in verbal and nonverbal communication

I. Enhance language development and communication skills

Language Expansion/Elaboration/Explanation; Follows student communication with responses that will expand vocabulary, elaborate upon the student’s communication, and/or act as a bridge to explain a communication to other students and/or colleagues LA C-D; CEC 5.1; InTASC 8

Candidate does not acknowledge the student’s communication

Candidate follows student communication with responses that acknowledge the student’s communication

Candidate follows student communication with responses that will expand vocabulary, elaborate upon the student’s communication, and/or act as a bridge to explain a communication to other students and/or colleagues

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Candidate creates learning opportunities by following student communication with responses that will expand vocabulary, elaborate upon the student’s communication, and/or act as a bridge to explain a communication

J. Enhance language development and communication skills

Content Academic Language and Social Language: Uses models, technologies, understanding of subject and social milieu to promote development of student content academic language proficiency and social interaction proficiency. CEC 5.2; CEC 5.6; InTASC 2, 3, 8; LA IP-A, B

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

to other students and/or colleagues. Creates a vibrant environment for exchange.

STUDENT MOTIVATION AND MANAGEMENT COMPASS 2C, 3B, 3C

A. Through collaboration with all colleagues, create safe inclusive environments

Social Conduct: Uses interviews, ratings by others, observation, and other data collection procedures to set social behavior goals and objectives consistent with IEP process CEC 6.2; CEC6.1; LA LE-A; InTASC 3

Candidate does not demonstrate knowledge and understanding of subject content and the social milieu to promote student learning

Candidate demonstrates knowledge and understanding of subject content through explanations, to promote development of student content academic language proficiency

Candidate demonstrates knowledge and understanding of subject content through explanations, modeling, and technologies, to promote development of student content academic language proficiency

Candidate demonstrates knowledge and understanding of subject content and the social milieu through explanations, modeling, and technologies, to promote development of student content academic language proficiency and social interaction proficiency

Candidate does not work to set social behavior goals and objectives

Candidate sets social behavior goals and objectives

Candidate uses multiple sources of data including: interviews, ratings by others, observation, and other data collection procedure, to set social behavior goals and objectives consistent with IEP process

Candidate uses multiple sources of data including: interviews, ratings by others, observation, and other data collection procedure, collected in multiple settings over time to set social behavior goals and objectives consistent with IEP process

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

B. Use motivational and instructional interventions

Antecedent Control: Uses rules, routines, schedules, teacherstudent interactions, peer interactions to ensure each student’s progress toward social goals CEC 6.1, 6.2; LA LE-B; InTASC 3

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

Candidate did not use proactive strategies to ensure each student’s progress toward social goals

Candidate uses rules, routines, and schedules to ensure each student’s progress toward social goals

Candidate uses rules, routines, schedules, and teacher-student interactions, to ensure each student’s progress toward social goals

Candidate uses rules, routines, schedules, teacher-student interactions, and peer interactions to ensure each student’s progress toward social goals

C. Use motivational and instructional interventions

Increasing Desirable Behaviors. Uses appropriate applied behavior techniques, including positive reinforcement, shaping and chaining, modeling, contingency contracting and the token economy CEC 6.1, 6.3; InTASC 3; LA LE-H, G, &C

Candidate did not use applied behavior techniques to increase desirable behaviors

Candidate uses applied behavior techniques including any of the following: positive reinforcement, shaping and/or chaining, modeling, contingency contracting, the token economy losing minimal instructional time.

Candidate uses applied behavior techniques including any of the following: positive reinforcement, shaping and/or chaining, modeling, contingency contracting, the token economy without losing instructional time.

D. Use motivational and instructional interventions

Decreasing Undesirable Behaviors: Uses appropriate applied behavior techniques, extinction, response cost, time -out, contracting, differential reinforcement, overcorrections, negative reinforcement, and punishment CEC 6.2, 6.3; InTASC 3; LA LE- F, H

Candidate did not use applied behavior techniques to decrease undesirable behaviors

Candidate uses any of the following appropriate applied and culturally sensitive behavior techniques: extinction, response cost, time- out, contracting, differential reinforcement, overcorrections, negative reinforcement, and punishment, losing only minimal instructional time

Candidate uses any of the following appropriate applied and culturally sensitive behavior techniques: extinction, response cost, time- out, contracting, differential reinforcement, overcorrections, negative reinforcement, and punishment without losing instructional time

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

E. Direct motivational and instructional interventions

Behavioral Interventions: Uses structure, planned ignoring, signal interference, life space interviews, and cognitivebehavioral strategies to help students deal constructively with their emotions and behavior CEC 6.3; LA LE -F, E; InTASC 3, 7, 8

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

Candidate does not demonstrates use of techniques to help students deal constructively with their behavior.

Candidate demonstrates use of structure, planned ignoring, signal interference, to help students maintain expected behavior in the class.

Candidate demonstrates use structure, planned ignoring, signal interference, and cognitive- behavioral strategies to help students deal constructively with their emotions and behavior

Candidate demonstrates use of structure, planned ignoring, signal interference, life space interviews, and cognitivebehavioral strategies to help students deal constructively with their emotions and behavior in a culturally, responsive way that respects aspects of diversity beyond culture or ethnicity

F. Through collaboration with all colleagues, create safe inclusive environments

Humanistic Approaches: Uses approaches to maintain a supportive climate for social-emotional growth, including models and approaches e.g., Glasser, Kunjufu, Hammond, Comer, and Rogers CEC 6.1, 6.2, 6.3; InTASC 3, 8; LA LE-B, G, H

Candidate does not demonstrate techniques to maintain a supportive, and inclusive climate for social-emotional growth

Candidate demonstrates techniques to maintain a supportive, and inclusive climate for socialemotional growth of students but is unable to expound on it in reflections

Candidate demonstrates techniques to maintain a supportive, equitable and inclusive climate for social-emotional growth of students and is able to expound upon that approach in reflections

Candidate demonstrates techniques to maintain a supportive, equitable and inclusive climate for social-emotional growth for students and is able to articulate or reflect in writing his/her/their personal approach through ties to humanistic theorists

G. Skills such as critical thinking and problem solving Cognitive Behavioral Modification: Skill in teaching students to use a variety of self-instruction strategies, self-guidance strategies, and executive strategies to direct and maintain appropriate academic and social behaviors CEC 5.3, 6.2; InTASC 8, LA LE B, G

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Candidate does not attempt to teach students to use selfinstruction or manage ment strategies

Candidate demonstrates ability to teach students to use self-instruction strategies to maintain appropriate academic behaviors,

Candidate demonstrates ability to teach students to use a variety of selfinstruction strategies, self-guidance strategies, and executive strategies to direct and maintain appropriate academic and social behaviors

Candidate demonstrates ability to teach students to use a variety of selfinstruction strategies, self-guidance strategies, and executive strategies to direct and maintain appropriate academic and social behaviors. Teaching is done through various methods, both formal and informal

H. Use technologies to support assessment, planning and delivery

Instructional Media and/or Technology: Skill in appropriately using electronic devices and necessary assistive technologies to organize and manage teaching and recordkeeping CEC 5.2; LA IP-A, B, InTASC 8

Candidate does not demonstrate ability to use electronic media and necessary assistive technologies to organize and manage teaching and recordkeeping

Candidate demonstrates skills in appropriately using electronic media and necessary assistive technologies to organize and manage teaching and record-keeping

Candidate demonstrates skills in appropriately using electronic media and necessary assistive technologies to organize and manage teaching and record-keeping. Documents assisting other educational personnel in the school.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

I. Technology-Assisted Instruction: Assists students in using software, needed assistive technologies, educational websites to review, master skills previously taught in the content areas, as well as vocational education, etc. to produce student work samples indicating acquisition, mastery, maintenance and generalization Includes using and assisting students to use assistive technology if needed CEC 5.2, 5.6; InTASC 8, LA C-C, LA IP-B

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

Candidate does not demonstrate the ability to assist students in using software, or use needed assistive technologies

Candidate demonstrates ability to assist students in using software, needed assistive technologies, educational websites, master skills previously taught in the content areas, as well as vocational education, etc. to produce student work samples

Candidate demonstrates ability to assist students in using software, needed assistive technologies, finding and selecting external (approved) educational websites to review, master skills previously taught in the content areas, as well as vocational education, etc. to produce student work samples indicating acquisition, mastery, maintenance and generalization

J. Emphasize the mastery and generalization of learning Addresses Multiple Intelligences and Learning Styles: Skill in designing and using multisensory approaches to enhance learning by presenting information through more than one sensory modality, learning style, and intelligence area CEC 5; CEC 5.6; LA IP-A; InTASC 2, 8

Candidate did not demonstrate a plan to use multisensory approaches to enhance learning.

Candidate demonstrates a plan to use multisensory approaches to enhance learning.

Candidate demonstrates skill in designing and using multisensory approaches to enhance learning by presenting information through more than one learning style

Candidate demonstrates skill in designing and using multisensory approaches to enhance learning by presenting information through more than one sensory modality, learning style, and intelligence area. Multiple approaches were seamlessly integrated into lesson/unit

K. Foster environments where diversity is valued

Collaborative Learning: Uses cooperative learning strategies to produce positive relationships between students with and without disabilities. Skill in grouping students together to work toward common instructional objectives. Use peer and crossage tutoring to individualize instruction, motivate students, and increase academic achievement LA LE-D; CEC 6; InTASC 3

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

Candidate does not demonstrate methods to engage students in collaborative learning tasks

Candidate demonstrates methods to engage students in collaborative learning tasks

Candidate demonstrates methods to engage students in collaborative learning tasks, ensuring that students are productive

Candidate demonstrates methods to engage students in collaborative learning tasks, ensuring that students are productive and valuable contributors to the group

ASSESSMENT METHODS AND INTERPRETATION COMPASS 3d

** May have been demonstrated in other Special Education assessment classes e.g., ED 328

A. Regularly monitor the progress of individuals and provide feedback to students

Informal Assessment Procedures: Uses informal assessment information when making instructional decisions about programs, instructional modifications, planning individualized or small group student activities, an d in determining program effectiveness. Writes accurate and complete assessment records CEC 4; CEC 4.3; InTASC 6, LA A-A

Candidate does not use informal assessment information when making instructional decisions

Candidate uses methods of progress monitoring provided by district or state informal assessments in teaching grouping and lesson/unit plans.

Candidate uses diverse methods in addition to district or state supplied informal assessments of progress monitoring for plans in teaching grouping and less on/unit plans. Data used for future planning

Candidate uses diverse informal methods in addition to district or state supplied informal assessments of progress monitoring for plans in teaching, grouping and lesson/unit plans. Data used for future planning and in written or discussed reflections

B. Regularly monitoring the progress of individuals and provide feedback to students

Informal Assessment Procedures: Skill in developing and using informal data collection and assessment procedures, including observation work sample analysis, task analysis, criterionreferenced tests, checklists and scales, and teacher-made tests

CEC 4.2; InTASC 6, LA A-A

Cannot discuss either the advantages or the disadvantages of informal assessments used in the lesson

Candidate discussed the advantages or disadvantages of the district supplied lesson plan assessment

Candidate discussed the advantages or disadvantages of selected and used informal assessments such as tests, work samples, checklists, observations in addition to the district supplied lesson plan assessment

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Candidate discussed the advantages and disadvantages of selected and used informal assessments such as tests, work samples, checklists, observations in addition to the district supplied lesson plan assessment

C. Select and use technically sound informal and formal assessments that minimize bias

Formal Assessment Procedures: Uses informal and formal assessment information in making instruction modifications, planning instruction, program modifications, and in determining program effectiveness. CEC 4.2; InTASC 6; LA A

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Candidate did not demonstrate the ability to administer, and score a formal assessment

Candidate demonstrated the ability to administer, and score a formal assessment

Candidate demonstrated the ability to administer, and score and interpret a formal assessment to plan for further instructional achievement and needs

Candidate demonstrated the ability to select, administer, score and interpret formal assessment as well as interpret data (with critiques or next steps) from other formal assessments e.g., state or district administered formal assessments to plan for further instructional achievement and needs

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Presentation of Data

Citiprogram training for candidates in both programs— Master of Education in Curriculum & Instruction -Reading and Master of Education in Special Education-Mild/Moderate: M.Ed

*Candidate completed citiprogram training after the end of the Fall 2022 semester

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

Grambling State University Standard 1

5

1.2 Provider Responsibilities

Master of Education in Special Education:

1. Praxis II: Special Education: Core Knowledge and Mild to Moderate Applications (5543).

Summer 2019 N = 1 Grades 6-12 Candidate

Licensure test: Special Education: Core Knowledge and Mild to Moderate Applications (5543).

Grambling State University Standard 1 Compendium 5 RA

1.2 Provider Responsibilities

Summer 2020. N = 1 Grades 1-5 candidate

Licensure test: Special Education: Core Knowledge and Mild to Moderate Applications (5543).

Data Table 2. Passing rates on Praxis II Special Education: Core Knowledge and Mild to Moderate Applications (5543)

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

2. Special Education SPED 543 - HUMANISTIC APPROACHES TO BEHAVIOR MANAGEMENT ELD: Behavior Intervention Project

Data from SPED 543

Use knowledge of development and individual needs of individuals with exceptionalities to identify areas of behavioral need.

Multiple informal observational assessments including Narratives/running records and frequency charting of behavior over settings is used to make decisions about individuals

Candidate uses technically sound formal assessment as part of the Pretest data

Use of knowledge of measurement and practices to interpret assessment results and guide the design of the intervention for educational purposes

Post- Intervention: Used the same formal assessments and multiple informal assessments such as: Narratives/running records, frequency charting of behavior over settings is used to make decisions about effectiveness of intervention for individuals with mild/moderate ELN

of peer-reviewed research, government clearing houses (e.g, ies.ed.gov), IRIS Center) pertaining to knowledge, current issues and trends best practices in the reflection and analysis of outcome data

the needs of students with ELN to school personnel

From the case study portion: Explanation and knowledge of signs of emotional or behavioral crisis, citing current research and trends

Grambling State University Standard 1 Compendium 5

RA 1.2 Provider Responsibilities

6. SPED 542 - METHODS & MATERIALS FOR TEACH CHILDREN WITH EXCEPTIONAL LEARNING NEEDS Internship Observation Evaluation Data

Ratings

A. Using understanding of development to individualize instruction IEP, IFSP, ITP Development: Collaborates with team members to meet the needs of diverse students to develop appropriate & required IEPs, IFSPs, ITPs(initial, review, interim, transitional or declassified). All sections of the document(s) are completed including general student information, academic and behavioral need areas, current performance, goals and short term objectives if needed, personnel responsible and appropriate signatures InTASC 2, 6, 8, 9; LA LE-D; LA C-B; LA IP-A; CEC 1.1; 2.1; CEC 3.2; CEC 5.1, 5.6

C. Responding to the varying abilities and behaviors of individuals

IEP Meetings Participates fully and meaningfully in IEP, IFSP, ITP and/or EYSP conference with educator teams or in actual IEP; is aware of parental procedural safeguards, timelines for completing documents and demonstrates sound conferencing skills InTASC 2, 8, 9; LA LE-D; LA C-B; LA IP-A; CEC 1.1; CEC 2.1 & CEC 7.2, 7.3

D. Use collaborative skills to promote well-being across a range of settings & collaborators

Communication for Inclusion: Skill in communicating and conferencing with students, parents, and other classroom teachers to optimize inclusion experiences for students with special needs in the regular classroom

InTASC 2, 6, 8, 10; CEC 7; CEC7.1

E. Develop and implement a variety of educational plans CEC 5; CEC 5.2; 5.5; LA C-A; InTASC 2, 7, 8, Lesson Planning: Uses IEP, IFSP, or ITP with curriculum standards to develop lesson plans to address specific needs and strengths of students, makes objectives of lessons clear, includes and uses appropriate technology, promotes skill development and reinforcement, motivates

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

through effective communication, adapts and/or modifies using principles of universal design and differentiated instruction

F. Develop and implement a variety of educational plans. CEC5; LA C; InTASC 2, 7, 8, 9, 10; Inclusion Opportunities : Assumes role as collaborator, consultant and team member in inclusion opportunities from special education perspective

1. Incorporates appropriate technology to enhance student learning

2. Developments supplementary materials to mee t individual needs

3. Adapts instruction and co-teaches in the regular classroom

4. Provides demonstrations for regular teachers and paraprofessionals

5. Assesses school and community environments for inclusion opportunities (circle any/all)

G. Teach to mastery and promote generalization of learning InTASC 2, 3, 7, 8; CEC 5; CEC 5.1; LA C-A National (and State) Louisiana Department of Education Resources Materials. Utilizes Department of Education bulletins, manuals, websites, external links and curriculum (GLE or CCSS) to ensure compliance with state and federal mandates relative to educating children with special needs and meeting state benchmarks and standards

ENHANCEMENT OF ACADEMIC SKILLS COMPASS 1C, 2C, 3B; LA C, LA IP

A. Consider abilities, interest, learning environments, cultural and linguistic factors. Principles of Universal Design: Uses principles of universal design or designing instruction to serve the greatest number of students through multiple met hods, means of assessment, and student product to gauge acquisition of curriculum standards InTASC 2, 7; LA C-D; CEC 3.2 & CEC 5.2, LA IP-A

B. Curricular Knowledge.

Presents and explains the concept to be learned, how it fits into prior learning and knowledge, and sequences the new learning CEC 3; LA IP- C; CEC 5; CEC 5.6 process CEC 5.3; CEC 5.1, InTASC 8

C. Uses & modifies structures, concepts of discipline, and/or tools of inquiry for learners, and Modifies general and specialized curricula for accessibility

Differentiated Instruction and UDL: Uses UDL & DI to make structures, concepts and tools of inquiry accessible to learners with specialized needs through individualized teaching Uses assessment information on the IEP, IFSP, ITP and/or EYSP to formulate instructional hypotheses and objectives. CEC 3;CEC 3.1, CEC 3.3; InTASC 4, 5, 8; LA C-A;

F. Modify general and specialized curricula for accessibility

Use of Response to Intervention Principles: In collaboration with the other teachers on team, designs, implements and assesses a multi-tiered system of remediation based upon increasing levels of intervention for all students CEC 3; CEC 3.1, 3.2; LA C-A; InTASC 8

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

L. G. Enhance language development and communication skills: Speech, Language and/or Communication Enhancement: Uses modeling, assessments, knowledge of language delays, language differences, and disorders to enhance appropriate communicative opportunities, pro mote developmentally and age appropriate language for students including language skills, social competence, vocabulary, speech practice, use of augmentative and/or assistive technologies CEC 5.1; CEC 5.4 & 5.3; InTASC 1, 2, 8

H. Enhance language development and communication skills : Models appropriate language (verbal and nonverbal) for students to promote increased effectiveness in verbal and nonverbal communication CEC 5. 2; CEC 5.6; InTASC 8, LA C-D

I. Enhance language development and communication skills Language Expansion/Elaboration/Explanation; Follows student communication with responses that will expand vocabulary, elaborate upon the student’s communication, and/or act as a bridge to explain a communication to other students and/or colleagues LA C-D; CEC 5.1; InTASC 8

J. Enhance language development and communication skills

Content Academic Language and Social Language: Uses models, technologies, understanding of subject and social milieu to promote development of student content academic language proficiency and social interaction proficiency. CEC 5.2; CEC 5.6; InTASC 2, 3, 8; LA IP-A, B

STUDENT MOTIVATION AND MANAGEMENT COMPASS 2C, 3B, 3C

A. Through collaboration with all colleagues, create safe inclusive environments

Social Conduct: Uses interviews, ratings by others, observation, and other data collection procedures to set social behavior goals and objectives consistent with IEP process CEC 6.2; CE C 7.1 CEC6.1; LA LE- A; InTASC 3

B. Use motivational and instructional interventions

Antecedent Control: Uses rules, routines, schedules, teacher-student interactions, peer interactions to ensure each student’s progress toward social goals CEC 6.1, 6.2; LA LE -B; InTASC 3

C. Use motivational and instructional interventions

Increasing Desirable Behaviors Uses appropriate applied behavior techniques, including positive reinforcement, shaping and chaining, modeling, contingency contracting and the token economy CEC 6.1, 6.3; InTASC 3; LA LE-H, G, &C

D. Use motivational and instructional interventions

Decreasing Undesirable Behaviors: Uses appropriate applied behavior techniques, extinction, response cost, time- out, contracting, differential reinforcement, overcorrections, negative reinforcement, and punishment CEC 6.2, 6.3; InTASC 3; LA LE -F, H

E. Direct motivational and instructional interventions

Behavioral Interventions: Uses struct ure, planned ignoring, signal interference, life space interviews, and cognitive- behavioral strategies to help students deal constructively with their emotions and behavior CEC 6.3; LA LE- F, E; InTASC 3, 7, 8

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution

"College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

F. Through collaboration with all colleagues, create safe inclusive environments

Humanistic Approaches: Uses approaches to maintain a supportive climate for social-emotional growth, including models and approaches e.g., Glasser, Kunjufu, Hammond, Comer, and Rogers CEC 6.1, 6.2, 6.3; InTASC 3, 8; LA LE-B, G, H

G. Skills such as critical thinking and problem solving

Cognitive Behavioral Modification: Skill in teaching students to use a variety of self-instruction strategies, self-guidance strategies, and executive strategies to direct and maintain appropriate academic and social behaviors

CEC 5.3, 6.2; InTASC 8, LA LE B, G

H. Use technologies to support assessment, planning and delivery

Instructional Media and/or Technology: Skill in appropriately using electronic devices and necessary assistive technologies to organize and manage teaching and recordkeeping CEC 5.2; LA IP-A, B, InTASC 8

I Technology-Assisted Instruction: Assists students in using software, needed assistive technologies, educational websites to review, master skills previously taught in the content areas, as well as vocational education, etc. to produce student work samples indicating acquisition, mastery, maintenance and generalization Includes using and assisting students to use assistive technology if needed CEC 5.2, 5.6; InTASC 8, LA C-C, LA IP-B

J. Emphasize the mastery and generalization of learning

Addresses Multiple Intelligences and Learning Styles: Skill in designing and using multisensory approaches to enhance learning by presenting information through more than one sensory modality, learning style, and intelligence area CEC 5; CEC 5.6; LA IP-A; InTASC 2, 8

K. Foster environments where diversity is valued

Collaborative Learning: Uses cooperative learning strategies to produce positive relationships between students with and without disabilities. Skill in grouping students together to work toward common instructional objectives. Use peer and cross-age tutoring to individualize instruction, motivate students, and increase academic achievement LA LE-D; CEC 6; InTASC 3

ASSESSMENT METHODS AND INTERPRETATION COMPASS 3d ** May have been demonstrated in other Special Education assessment classes e.g., ED 328

A. Regularly monitor the progress of individuals and provide feedback to students

Informal Assessment Procedures: Uses informal assessment information when making instructional decisions about programs, instructional modifications, planning individualized or small group student activities, and in determining program effectiveness. Writes accurate and complete assessment records CEC 4; CEC 4.3; InTASC 6, LA A- A

B. Regularly monitoring the progress of individuals and provide feedback to students

Informal Assessment Procedures: Skill in developing and using informal data collection and assessment procedures, including observation work sample analysis, task analysis, criterion-referenced tests, checklists and scales, and teacher-made tests CEC 4.2; InTASC 6, LA A-A

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

C. Select and use technically sound informal and formal assessments that minimize bias

Formal Assessment Procedures: Uses informal and formal assessment information in making instruction modifications, planning instruction, program modifications, and in determining program effectiveness CEC 4.2; InTASC 6; LA A

Analysis and Interpretation

Human Subjects training for Candidates in both Master of Education programs:

Analysis indicates that most candidates are able to complete the Human Subjects training modules and receive the certificates. Of those that did not complete in the Fall semester in ED 549 Intro to Techniques of Research, there were varying reasons mostly centered on candidate workload in the P-12 setting. The teacher in the Fall 2021 semester struggled on many fronts, and changed jobs in the middle of the year. Despite receiving support, the teacher was unable to complete the research project. In the Fall 2022 semester, two teachers were unable to complete the proposal and Human Subjects training. The first analysis was to examine whether the candidates were first year teachers and possibly overloaded. The cohort has two candidates who are in their first year of teaching. One was able to complete the training and research proposal. The other new teacher is receiving support to complete. One is male, and the other is female, both are African-American and teaching 4th-5th grade, but one is teaching at a public school, and the other is teaching at a charter school. The other teacher who did not complete has less than two years of teaching; however, that candidate was simultaneously coaching sports at the school as well as enrolled in graduate school. That teacher completed the Human Subjects training after the fall semester ended, but has an “Incomplete” grade to provide time to complete the action research proposal. The M.Ed. in Special Education candidate who is participating synchronously online from Belize completed the required citiprogram.org modules. That teacher has more years of teaching experience but is simultaneously a department chair at her school. The trend indicates that the EPP should seek ways to counsel and support graduate students in their first few years of teaching about work/school/extracurricular balances.

Master of Special Education

1. Praxis II: Special Education: Core Knowledge and Mild to Moderate Applications (5543).

Analysis of the candidates who have taken Praxis II as a part of their Master of Education in Special Education revealed that both candidates were knowledgeable about characteristics of learners, with both scoring in the above average range for all test takers. Both candidates scored in the Average to Above Average range in the areas of Planning and the Learning Environment (CEC 5 and 6) , Instruction (CEC 5), Assessment (CEC 4) and Foundations and Professional Responsibilities (CEC 1). Both candidates scored in the Below Average range in the Integrated Construction Response Questions despite both passing the test

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

according to the state of Louisiana. We will continue to monitor to ascertain why candidates who appear to possess the knowledge were unable to place that knowledge into a constructed response format, and for continuous improvement, provide practice with constructed responses using scenarios with P-12 students with mild to moderate exceptional learning needs.

2. SPED 543 - HUMANISTIC APPROACHES TO BEHAVIOR MANAGEMENT ELD: Behavior Intervention Project

Both candidates were able to complete the key assessments. One candidate achieved an overall score slightly below the 3.0 criterion set (a 2.93), but most of the lower scores appeared to be in response to the case study portion, rather than the behavioral intervention itself. For both candidates, the highest scores were in the areas of describing the social learning environment (CEC 6). Other areas of strength appeared to be in areas of knowledge of development and individual needs of students (CEC 2 an area reflected in Praxis II scores), the pre-intervention informal and formal assessments and the interpretation of those assessments (CEC 4), the analysis of outcome data, and the incorporation of peer-reviewed research. Candidates were also aware of school services available if a student was experiencing a crisis. Candidates demonstrated weaker areas in documentation of community resources available, and in communicating with stakeholders (CEC 7). Both of these will become areas of more intensive training in the future.

3. SPED 542 - METH & MAT FOR TEACH CHILDREN WITH EXCEPTIONAL LEARNING NEEDS: Internship Observation Evaluation Data

Both candidates were able to demonstrate that they could act as special education teachers, use the knowledge and skills to create supportive and inclusive classrooms, act as active participants in special education meetings, promote language development, and social skills competence. The candidates were strongest overall in the areas of social competencies, and using multiple methods of teaching. The candidates were weakest overall in making the general education curriculum more accessible to student with exceptional learning needs. We noted (2018 and 2019) the lack of computers for students or assistive technologies in either classroom; however, the pandemic has changed that for most schools. The candidates also appeared to struggle with using collaboration between peers in the classrooms and that will be another area of focus.

Master of Education in Curriculum & Instruction-Reading (ED 505 Analysis of Reading Difficulties: Case Study)

The data gathered from case study provides evidence of overall candidate mastery of content knowledge in administering assessment.

Standard ILA 3.1: In Spring of 2020, four candidates were enrolled in the course. In Summer 2020, they were three candidates enrolled in course and spring 2022, there were two enrolled in course. All candidates (100%) met expectations on this standard and demonstrated their understand of the central concepts, to work with an individual K-12 student to expand their literacy skills to select, assess, analyze, design and use assessment tools based on established purposes.

Standard 3.2: In Spring of 2020, four candidates were enrolled in the course. In Summer 2020, they were three candidates enrolled in course and spring 2022, there were two enrolled in course. All candidates (100%) met expectations on this standard and demonstrated their ability to use general and specialized

Grambling State University Standard 1 Compendium 5 RA 1.2 Provider Responsibilities

content knowledge for teaching. They demonstrated ability to administer and interpret appropriate assessments for students, especially those who struggle with reading and spelling.

Standard 3.4: In Spring of 2020, four candidates were enrolled in the course. In Summer 2020, they were three candidates enrolled in course, and spring 2022, there were two enrolled in course. All candidates (100%) met expectations on this standard and demonstrated the ability to communicate the assessment result to intended audience.

Standard 4.1. In Spring of 2020, four candidates were enrolled in the course. In Summer 2020, there were three candidates enrolled in course and spring 2022, there were two enrolled in course. Although all candidates (100%) met expectations on this standard, it was met at the within the average Performance range to that deepened their understanding of issues of diversity and equity in the literacy classroom.

Standard 5.1: In Spring of 2020, four candidates were enrolled in the course. In Summer 2020, they were three candidates enrolled in course and spring 2022, there were two enrolled in course. 100% of the candidates from both spring 2020, summer 2020, and spring 2022, met expectations on this standard and demonstrated their ability to consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences.

Standard 5.3: In Spring of 2020, four candidates were enrolled in the course. In Summer 2020, they were three candidates enrolled in course and spring 2022, there were two enrolled in course. 100% of the candidates from both spring 2020, summer 2020, and spring 2022, met expectations on this standard and demonstrated their ability to integrate digital technologies into their literacy instruction in appropriate, safe, and effective ways.

Standard 6.1: In Spring of 2020, four candidates were enrolled in the course. In Summer 2020, they were three candidates enrolled in course and spring 2022, there were two enrolled in course. 100% of the candidates from both spring 2020, summer 2020, and spring 2022, met expectations on this standard and demonstrated the ability to reflect on their professional practices to apply the use of literature and research findings, and school culture in working with teachers and families and communities to promote a positive and ethical learning environment to meet students’ needs.

Standard 7.1: In Spring of 2020, four candidates were enrolled in the course. In Summer 2020, they were three candidates enrolled in course and spring 2022, there were two enrolled in course. 100% of the candidates from both spring 2020, summer 2020, and spring 2022, met expectations on this standard and demonstrated their ability to work with individual and small groups of students at various to assist students’ literacy strengths and develop literacy intervention plans and analyzes intervention plans with other peers.

Standard 7.4: In Spring of 2020, four candidates were enrolled in the course. In Summer 2020, they were three candidates enrolled in course and spring 2022, there were two enrolled in course. 100% of the candidates from both spring 2020, summer 2020, and spring 2022, met expectations on this standard and demonstrated their ability to work with individual and small groups of students at various to assist students’ literacy strengths and develop literacy intervention plans and analyzes intervention plans with other peers.

Grambling State University Standard 1 Compendium 5

1.2 Provider Responsibilities

Continuous Improvement

Focus Area(s):

1. Low numbers currently in the program, but the numbers are slowly rebuilding after the pandemic.

2. Praxis II: Special Education: Core Knowledge and Mild to Moderate Applications (5543): More practice with case histories and scenarios requiring the application of knowledge in a testing session.

3. Stated in the Standard R4 interview, more practice with creating and practice leading IEP meetings.

4. More focus on collaboration with stakeholders, knowledge of community resources for behavioral interventions, increased opportunities for making the general education curriculum more accessible, as well as creating opportunities for collaboration between students in the classroom.