SPECIAL EDUCATION

UNIVERSITY OF MAINE AT MACHIAS MIDTERM EVALUATION

(InTASC Model Core Teaching Standards)
Student Teacher: __Lauren Forte_____ Placement: __Biddeford Primary School_________ Date: __March 25, 2014____
Completed by Lauren Forte, Mrs. Marcoccio, Heather Ball
Please circle the appropriate performance indicator and include examples in students performance. Award a formative grade for
the Standard according the following conventions: 1: Does Not Meet Expectations 2: Partially Meets Expectations,
3: Meets Expectations

4:Exceeds Expectations

Score
_3____ 1. Learner Development: Understands how learners grow and develop and designs and implements developmentally

appropriate and challenging learning experiences.

Performance Indicators
a. Understands the role of families/culture of the
family in the development and functioning of the
learner.
b. Recognizes differences amongst learners with
similar eligibility categories for special education
(e.g., all students with learning disabilities, all
learners with orthopedic impairments, etc.), as
well as overarching diagnostic characteristics.
c. Demonstrates a familiarity with typical and
atypical child growth and development
d. Understands the educational implications of
various exceptionalities.

Examples

e. Designs instructional activities and provides

adaptations that are appropriate for a learners
level of academic, socio-emotional,
communicative, and behavioral needs.
f. Understands the effects of cultural and linguistic
differences on growth & development.

Lauren leads multiple diverse groups including students with differing

needs receiving instruction during same time periods/same grouping
(heterogeneous grouping).
Unit plan
Lesson plans
Social skills group instruction
LF acknowledges diverse characteristics such as regression & inability to
recall stories
LF plans material for social skills group and writing materials to meet
students IEP goals
LF manages social skills group
Adapts instruction accordingly
Creates lesson plans based on learners needs
Works one-on-one to give direct instruction when needed

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_2____ 2. Learning Differences: Uses the understanding of differences to ensure inclusive learning environments that enable
students to meet high standards.
Performance Indicators
a. Designs, adapts, and delivers instruction based
on diverse needs and creates variety of
opportunities of demonstration of student
learning
b. Makes appropriate and timely provisions for
individual students
c. Designs instruction to build on learners prior
knowledge and experiences
d. Brings multiple perspectives to the discussion of
content
e. Incorporates tools of language development into
planning and instruction

f. Accesses resources, supports, and specialized

assistance and services
g. Recognizes the potential impact of diversity, such
as differences in language, customs, family
structures, religion, ethnicity, sexual orientation,
upon schooling and home-school
communications
h. Considers the potential impact of exceptional
conditions upon entry into adulthood; takes
transition planning into consideration when
planning instruction and programming.

Examples
Creates lesson plans based on learners needs
Works one-on-one to give direct instruction when needed

Lame Lessness sick chronically

Sight words, rhyming, and phonemic awareness for reading

Proloquo to go (on ipad) communication app for students who are

nonverbal
Sign language
Lesson plans
Phonemic awareness
Rhyming
Using pictures & physical models
Lauren knows who to turn to in event of mandated reporter needs
Speech, OT & PT
Students from all different walks of life, lots of poverty, sickness, living
in shelters & foster homes, unhealthy home lives
Getting kids to the table and having them be ready to learn

NA

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__3___ 3. Learning Environments: works with others to create environments that support individual and collaborative learning,
and that encourage positive social interaction, active engagement in learning, and self motivation.
Performance Indicators
a. Collaborates with learners, families, and
colleagues to build positive learning climate
b. Collaborates with learners and colleagues to
develop shared values and expectations for
quality work
c. Organizes & manages the learning environment
to safely, actively and equitably engage learners
d. Uses a variety of methods to engage learners in
evaluating the learning environment
e. Communicates verbally and nonverbally in ways
that demonstrate respect for diverse students
f. Promotes responsible learner use of interactive
technologies
g. Builds learner capacity to collaborate in a variety
of environments through with effective
interpersonal communication skills
h. Familiarity with crisis prevention and
intervention.
i. Understands the relationship of antecedentbehavior-consequence.
j. Modify the learning environment to manage
behaviors.

Examples
LF writes back/forth in communication books with families
LF works well with other ed techs in the classroom
Teachers, ed techs, specialists, communication books

LF integrates social skills from IEP goals/functional goals into lessons

Morning meetings & calendar
Social Skills group
Lauren uses many different approaches to teach writing
Unit on The Mitten used visuals, handouts, technology, & prompting to
deliver the lesson
Lauren uses both verbal & nonverbal effective communication
Signs, picture cards, and iPad
Uses technology with students who are nonverbal, and to deliver
instruction
Lauren models appropriate communication
Social skills group prompts I need help; students holding words to walk
down the hall together
Lauren responds appropriately to incidents of bullying
Works with students on strategies for responding to bullying, including
positive experiences in the special education classroom

Reassigns student seating (group) when student in crisis (under the table)

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__3___ 4. Content Knowledge: understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the content.
Performance Indicators
a. Demonstrates an understanding of the
theoretical and philosophical foundations of
special education, including concepts such as
LRE, FAPE, and inclusion.
b. Appropriately applies principles of IDEA and the
Maine Unified Special Education Regulations to
daily practice.
c. Understands due process, including the rights,
responsibilities, and limitations of students,
families, and school professionals.
d. Demonstrates familiarity with local, regional,
and/or state agencies and organizations that are
relevant to the practice of special education.
e. Demonstrates awareness, if not expertise, with
remedial strategies or programs, such that the
student teacher is able to make
recommendations for programming, as well as
the ability to locate such strategies or programs.

Examples
Involvement in discussion of LREs

Written notices (timeline)

Sending evaluation report in accordance with MUSER timelines
Consent to evaluate forms

Spire
EdMark
Touch Math
Sounds Sensible

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__3___ 5. Application of Content: understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Performance Indicators
a. Makes instructional decisions/modifications based
upon formative data.
b. Engages students in applying content knowledge
to real world problems.
c. Facilitates learners use of current tools &
resources in varied contexts.
d. Uses multiple levels of questioning to engage
learners.
e. Develops and implements supports for literacy
development across content areas.

Examples
Uses formative data & assessment daily to make instructional
decisions
Lauren uses informal assessment continuously in her instruction

Lauren developed a unit that corresponded with a general education

reading standard

Lesson plan

__2___ 6. Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teachers and learners decision making.
a.

b.

c.
d.

Performance Indicators
Demonstrates an understanding of
basic terminology used in assessment
for special education eligibility and
progress monitoring.
Understands legal provisions and
principles of IDEA and MUSER as
they relate to assessment and
evaluation.
Able to design/implement
modifications and accommodations to
ensure validity of testing.
Demonstrates awareness of issues
related to the uses and limitations,
technical adequacy, and validity of

Examples

Timelines for paperwork, such as consent and evaluation reports

Discussion of alternative assessment at IEP team meeting

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e.
f.
g.

h.

common assessment tools used for

eligibility and monitoring purposes in
special education.
Understands screening, pre-referral,
referral, and eligibility procedures at
the placement.
Able to administer, score, and
interpret assessment tools.
Understands how to use assessment
data in making eligibility, program, and
placement decisions for individuals
with disabilities.
Understands the implications of
cultural diversity, including ELL needs,
upon assessment.

Jumprope program
Progress monitoring
Report cards

__3___ 7. Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals
by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.
Performance Indicators
a. Provides multiple ways to demonstrate content

b. Plans based on interest, assessment, & prior

knowledge

c. Plans collaboratively with others for effective

learning

Examples
Visual & written cues
iPad
Picture cards
Visual representations
Sound sensible
Edmark
Spire
TouchMath
Formative assessment
Lauren understands the importance of prior knowledge and lack of
cultural prior knowledge, and she modifies instruction accordingly
Integrates love of animals into writing lesson
Movement, action, singing

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d. Evaluates long/short term goals to meet students
needs
e. Demonstrates familiarity with the roles and
responsibilities of paraeducators related to
instruction/direct service
f. Identifies and prioritizes areas of the general
curriculum and accommodations that are
appropriate for students with exceptionalities.

Attended training on standards-aligned IEPs

Many ed techs & BHPs redirecting and guiding and

checking/supervision of one staffperson

__3___ 8. Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners
to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Performance Indicators
a. Uses strategies and resources to meet student needs

b. Continuously monitors and adjusts the instruction

c. Collaborates with students in the learning process

d. Varies role in instructional process
e. Provides multiple models of concepts and products
f. Develops students higher order questioning skills

Examples

Repetition
Ipad
Picture cards
Formative assessment
Ongoing assessment
Constantly making modifications
Allowing students to quiz Lauren as the teacher
Lauren finds different tools to teach the same concept
Lauren constantly challenges the students

Uses different modalities to teach or reinforce the same concept.

Inquiry learning: asking students to take part in a discussion:
What do you think?

g. Uses variety of learning skills and technology

h. Variety of instructional strategies to support
communication

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__3___ 9. Professional Learning and Ethical Practices. The teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families,
other professionals, and the community), and adapts practice to meet the needs of each learner.
Performance Indicators
a. engages in learning opportunities
b. professional development for school/state
c. diverse data to help guide planning
d. seeks resources

e. reflect on own personal biases

f. models ethical behavior

g. Maintains up-to-date knowledge of
research in special education and
evidence-based practices
h. Recognizes personal limitations,
practices within own skill limits, and
requests assistance as needed.
i. Demonstrates culturally sensitive
communication and behavior.
j. Exercises sound judgment in designing
and implementing instructional practices.

Examples
Zones of regulation
Standards-based IEP training
Attended standards-aligned IEP trainings
Collects data constantly
Behavior charts
Specialists, observation, working in new environments in the school to learn
new skills
Journal evidence
Coop teacher states that Lauren takes any feedback I give her and applies it
to her lessons.
Mandated reporting

_3____ 10. Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility
for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to
ensure learner growth, and to advance the profession.
Performance Indicators
a. Team player

Examples

Attends special ed PLCs

Coop teacher reports that Lauren is willing to do anything
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SPECIAL EDUCATION
b. Consultation/collaboration
with other school personnel
c. Helps meet school vision
d. Collaborates with parents
e. Community resources
f. Professional development
g. Demonstrates effective
verbal, nonverbal, and
written communication
skills
h. Leadership roles in school
i. Advocates for students
j. Leadership role in state
k. Observe and provide
feedback to paraeducators

Learning about BHPs

Coop teacher reports: Speaks to other ed techs as needed
Collaborates with many special education teachers & staff
Attended professional development meeting on school vision; had chance to vote on school
vision (2 trainings, 6 hours)
Communication notebooks
Specialists
Standards-based IEPs
Leads IEP team meeting
Facilitated communication

Advocating for our students to participate in general ed activities

Guidance for ed techs

Comments regarding Essential Knowledge and Dispositions:

Research on common core standards

__3___ 11. Technology Standards for Teachers. Effective teachers model and apply the National Educational Technology
Standards for Students (NETS.T) as they design, implement, and assess learning experiences to engage students, improve
learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers will
meet the following standards and performance indicators.
Performance Indicators
a. Facilitate and inspire student creativity
b. Design technological experiences and
assessments
c. Model digital-age work and learning

Examples
Videos & songs shared with students
Social Skills group/crafts
Coop teacher: Lauren is learning to use the ipad to help students
communicate their wants & needs
Infinite campus, jumprope, ipad apps, common core apps, apps for
appropriate games & academics for students

d. Engage in professional growth/learning in

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technology
Comments regarding Essential Knowledge and Dispositions:

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ACTION PLAN

The student teacher's ACTION PLAN is a requirement of student teaching and needs to be initiated by the student teacher. The
cooperating teacher and University supervisor are important mentors who can provide the student with valuable suggestions that
can contribute to the student's professional growth. The ACTION PLAN is an integral component of three-way meetings held midway and at the conclusion of student teaching.
The student teacher's ACTION PLAN allows for:
reflection of progress made toward meeting prior goals, identification of strengths, identification of areas that need improvement
goal setting for continued professional development
ACTION PLAN

DATE: March 25, 2015

1. Write IEP on student, which will be checked by Kit

2. Will observe another special education teacher administering WJ3
3. Continue learning about zones of regulation

___________________________
Student Teacher

_________________________
Date

________________________
Cooperating Teacher

_______________________
Date

____________________________ _________________________
University Supervisor
Date

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