SPED 616 - Fieldwork II: Extensive Support Needs

Units: 3
Supervised fieldwork with Master Teacher in inclusive classroom settings. Occurs with different age group than first fieldwork and across range of M/S disability students. Enhances competence in assessment, instruction, curriculum, collaboration, positive behavior support and intervention.

Prerequisites: Admission to M.S. Special Education program.
Possible Instructional Methods: On-ground, or Hybrid, or Online-Asynchronous.
Grading: CR/NC grading only.
Student Learning Outcomes - Upon successful completion of this course students will be able to:

Demonstrate competency at a minimum level of 2.75- 3 on the Teaching Performance Expectations for Education Specialists Fieldwork Evaluation form.
Candidate must have reached a competency level of 3 on at least 80% of the section assessments. Design and implement instructional programs based upon the assumption that every child can learn.
Demonstrate practices that involve parents, caregivers and other individuals as collaborative partners in the development of their child.
Design and employ individual and group strategies, routines, interventions and instructional tools that reflect understanding and utilization of the multiple ways which students learn.
Select and implement appropriate instructional methods and strategies for individual students with diverse learning and language abilities.
Implement a variety of evidence/research-based and effective teaching (best practices) practices that achieve targeted student outcomes.
Implement existing instructional programs designed by the cooperating/master teacher, mentor or other service provider.
Utilize appropriate positive behavior management techniques in individual and group activities including the use of antecedent intervention and consequences.
Demonstrate a high level of professional behavior and responsibility including timeliness, courtesy, collaboration, and adherence to school, district, classroom and administrative policies and procedures.
Participate in all school activities including collaborative activities, site based community activities and as appropriate staff development activities Participate in all aspects of the IEP process including student team planning meetings prior to and after IEP meetings.
Complete formal, criterion-referenced, ecological, functional, curriculum based assessments ( including assessments of communication and mobility); interpret assessment data, plan instruction, create IEP and learning goals and communicate results to students, parents and other appropriate professionals with respect to all students’ abilities to meet goals and standards.
Monitor student learning and make changes in instruction based on progress or lack thereof.
Draw relevant functional conclusions from data they collect regarding the performance of at least one student in a variety of different environments. Implement measurement systems based upon a discrepancy analysis approach.
Use a variety of assessment strategies to determine the function of problem behavior and use the results to develop positive behavioral support plans.
Select materials and modify presentation of instruction based on assessment information (including curriculum adaptations, remediation, environmental modifications, and instructional strategies that match learning needs. Integrate vision and hearing programs into functional activities for students with sensory impairments.
Demonstrate competence in the management of aspects the program and the multiple roles of Education Specialists within a school or service setting.