Student Teaching Checklist for Special Education Experiences

Special education student teachers are also expected to engage in additional activities that
are listed in the Forms Section with the Checklist of Weekly Requirements and that meet
the states Special Education standards outlined in the syllabus for the Special Education
Practicum.

Listed below are several key experiences recommended for the successful completion of
the special education practicum. As a student teacher, you are encouraged to seek
permission from your cooperating teacher to take part and learn about as many of these
processes as possible while you are completing your placement. Please fill out the
information below, add an explanatory comment, and include copies of any relevant
documents or materials to support your participation in the process. These documents
may also be used as artifacts in your portfolio to support the accomplishment of state
standards.

Date Experience or Activity Comments

_____ Multidisciplinary Evaluation Team (MDET) ________________________

_____ Child Study Team Meeting ________________________

_____ Student Assessment Process ________________________

_____Curriculum Based Assessment (CBA) ________________________
Ongoing Functional Behavioral Assessment (FBA) I have witnessed a few forms:
One student has a checklist that is designed to give values 28 points total 2 points for
every class or activity she has throughout her day. She created her goal of a perfect score
to receive a prize from the classrooms prize box each day. Some days are better than
others, but the checklist appears to work and doesnt need any modifications at this time.
Another student he has had about two FBAs created and tried, but it is still a work in
progress. In my district there were ongoing observations and conversations between
specialist and all teachers involved. We still need to find a solution to find a plan that
works for him.
_____Informal Reading Inventory (IRI) ________________________

_____ IEP Development Process ________________________

_____Specially Designed Instruction ________________________

4/21/17 Annual IEP Re-Evaluation-Goal Setting I attended one students re-

evaluation meeting. It went fairly quick since his IEP was earlier in the year, before my
2nd placement. The new goals were expressed. Mother of child was understanding and
verbalized her agreements and any questions she had. I learned how information was
entered into the program as well as how to prepare and who needed to be invited to the
meeting.
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3/8/17 Parent/Teacher Informational Conferences My third graders I sat and

observed from the special edu. position and noticed how prepared teachers are with lists
of scores on their MAP tests, homework score averages, and daily assignments along
with copies of the students best work. My fourth graders had a student led conference
where they were in charge of what was shown to their parents. They did most of the
talking and gained a lot of responsibility while the teachers worked with the students as
partners and present everything at the conferences.

_____ Accommodations Checklist ________________________

Ongoing Instructional Adaptations With most of my students

they needed instructions read to them repeatedly for clear representation to understand
questions thoroughly. Depending on the content of math word problems I found myself
working through problems with my students trying to decompose questions and break
them down in a way the students can understand and remember for the next time.

_____ Response to Intervention ________________________

_______ Universal Assessment ________________________
_______ Tier 1 accommodations ________________________
_______ Tier 2 accommodations ________________________
_______ Tier 3 accommodations ________________________

Date Experience or Activity Comments

_____ Progress Monitoring ________________________

April 2017 Extent of Special Education Student Participation

in State Assessment I had experience
rd th
monitoring practice tests with my students of 3 and 4 grader in reading, writing, and
math in preparation of the PSSAs. My principal advised me to take the training that
others in my school had completed to prepare myself. I also provided my students with
additional practice in reading and writing during our ELA block for additional support.
All of my students took part in the testing on the computer, so we needed additional
practice using the program that the state offers online for the students to be more familiar.
The content was the same as their peers, but their tests were formatted in a way that
worked best for them, digital.

2/17/17 Special Education Student Participation

in Alternative Assessments When I was placed in my
general education placement I observed one student who receives services refuse to take
his science test. I talked it over with my co-op and we discussed how we could alter his
test. We kept the same questions, but modified it so we had only so many questions on a
page and made the visuals larger to try and keep him motivated. Luckily, our rearranging
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of the test received positive marks as he sat down and answered the questions and didnt
feel over whelmed.

Ongoing School/District Due Process I have witnessed a few

different ongoing processing for a couple students. There is one student that has had a
few different specialists come in and evaluate him for a school that offers more support
for his needs, but it is a long process. I have also had a student who needs constant
observations by the school psychologist and Spec. edu. coordinator to determine what the
child needs and whether we should be providing anymore additional services.

_____ Additional Experiences/Materials ________________________

Autism Support Checklist:

_____ Visual Supports

Ongoing Visual Schedules - classroom and individual I have one student who
started off with a visual schedule, but progressed to a listed schedule she keeps on her
desk that she has access to when she needs it. They are kept in a plastic frame that she
can check off with an Expo marker, if she needs it. When I was in my gen. edu.
placement there was a schedule on the front board that had the schedule and the times
next to it to let the students know and be able to keep track of everything. It included
brain-breaks to let the students also know when they should be prepared to do a
breathing exercise or fun activity.
Ongoing Classroom transitions and routines Almost everyday, except
special occasions followed the same routine. If the schedule was modified it was
always found on the board and mentioned to specific students ahead of time.
_____Instructions ________________________
_____Choice ________________________
Monthly Safety Four of my students needed
to be removed from their gen. edu. classroom when it came to fire alarms. Their case
manager needed to come in and bring their students with them outside before the fire
alarms went off due to their sensory needs.
_____Physical boundaries ________________________

_____Sensory supports
Ongoing Modulating supports - weighted vest or blanket, bean bag chair
Pillows, comfy chairs, and
back rests are available for all students as a quiet area students are allowed to go
there, if they need time to calm themselves or stay to themselves.

Ongoing Calming interventions - what does the teacher/child use to help calm the
student - favorite toy, picture of family, familiar item from home
One of my students uses
stuffed animals as a type of security blanket since her father passed away earlier this
year. She is allowed three pets or toys each day as long as she does her best and does
what is expected of her. They tend to calm her as she grips them and keeps one of them
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close to her as she does her work. Typically she will place one on each of the teachers
desks to stay safe and she will keep her favorite with her. Some times when she gets
off topic she will calm herself by rubbing her soft pets along her arm and gets her
back on track.
_____Sensory alerting strategies - anything used to stimulate under-responsivity
to sensory input
________________________
_____Communication
_____Assisted communication devices ________________________
_____Picture Exchange communication system _______________________

Ongoing Social skills training Not exactly trained, but in

both of my placements students are guided to provide eye contact and prompted to stay
positive and be a good friend to make good choices. Some students use these strategies
and additional services in their speech and language support room outside of the class.

_____Executive Functioning
_____Organization ________________________
_____Defining space - labeling areas and supplies ________________________
_____Home-school checklists ________________________
_____Curriculum supports ________________________