SPECIAL EDUCATION

UNIVERSITY OF MAINE AT MACHIAS MIDTERM EVALUATION

(InTASC Model Core Teaching Standards)
Student Teacher: __Ryan Hiltz_____________ Placement: ___WJHS_______________ Date: _13 March 2015_____
Completed by Ryan Hiltz, Maryann Nyman, 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.
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.

Examples
Conferencing with Mrs. N about student with vocal tics and behaviors that creep
from home.
Mrs. N. has developed a relationship with one very difficult mother &
established rapport with mother of feels uncomfortable with school system
Familiar with needs of middle and high school students, similarities & differences
developmentally
Mrs. N several students with emotional/behavioral diagnoses supported in
different ways

Awareness of middle level learner developmental needs versus secondary

Mrs. N Ryan understands the needs of child with ASD
Works with students in life skills classroom

Study skills & social skills lesson

Mrs. N - Good understanding of developmental and behavioral needs

Works with culturally diverse student in another special education classroom

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SPECIAL EDUCATION
__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
Study skills lesson & multiple, divergent needs

Mrs. N gives students breaks when needed and is aware when student is in
need
Works with students to attend to behaviors and adjusts instruction accordingly
with breaks, reinforcement, etc.
Lesson on using academic planner
Reinforcement of PBIS
Mrs. N Addressing content area lessons such as social studies or characters
in books from language arts
Uses vocabulary pertaining to social skills
Uses technology to look up information
IT & librarian used to gain assistance & support in some areas
Understands the impact that family structure can have on a child in schooling &
communication

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__2___ 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
Mrs. N works with student & family on homework
Email correspondence with mother about daily planner & assignments
Mrs. N supervision
Supervision meeting discussion with all special ed staff once monthly & confers
with cooperating teacher daily
Mrs. N setting up classroom, reinforcing structure & classroom routines
Sets up classroom each morning & engages students by reinforcing classroom
structure & routines

Mrs. N everyday in our learning center provides professional support

Uses verbal and nonverbal communication to reassure students

Mrs. N talking with students about positive interactions with peers & adults

Mandt, TCI
Mrs. N removing students when others escalate

Mrs. N modifies seating or removes students when needed.

Removal of possible weapons in classroom environment

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SPECIAL EDUCATION
___2__ 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
Observed the writing of written notice and IEP
Attended AOS district meeting on IEPs
Mrs. N - Ryan does an excellent job of following/implementing
accommodations in IEP
Mrs. N Understands Maine school laws

Edmark reading; Read 180 observations; Orton Gillingham

Electronic planner to organize lesons

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SPECIAL EDUCATION
__2___ 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 Edmark data to adapt & expand lesons
Mrs. N social studies lessons in learning center
Mrs. N - Great job of accessing different resources; speech to text; use of internet as
resource to find information; Ryan excels at using internet
Mrs. N social skills learning
Mrs. N access

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

Examples
Experience with IEP & written notice writing

Has attended IEP meeting

Implements IEP accommodations

Smarter Balanced testing

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SPECIAL EDUCATION
eligibility and monitoring purposes in
special education.
e. Understands screening, pre-referral,
referral, and eligibility procedures at
the placement.

f. Able to administer, score, and

interpret assessment tools.
g. Understands how to use assessment
data in making eligibility, program, and
placement decisions for individuals
with disabilities.
h. Understands the implications of
cultural diversity, including ELL needs,
upon assessment.

Ryan has been responsible for focusing on PBIS criteria used to assess
students behavior during advisor/advisee, and this is criteria used to determine
prereferral.
Viewed & collated all of the paperwork handed to parents related to school
district AOS 92
SNOW
Achenbach
IEP meeting discussion with multidisciplinary team to decide a students proper
placement

__1___ 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.
a.
b.
c.
d.
e.
f.

Performance Indicators
Provides multiple ways to demonstrate content
Plans based on interest, assessment, & prior
knowledge
Plans collaboratively with others for effective
learning
Evaluates long/short term goals to meet students
needs
Demonstrates familiarity with the roles and
responsibilities of paraeducators related to
instruction/direct service
Identifies and prioritizes areas of the general
curriculum and accommodations that are
appropriate for students with exceptionalities.

Examples

Lesson plans and unit plan adapted for student needs as noted in IEPs
Student observation, and using unit plan to determine if student has
gained an understanding of subject content before moving on
Works with coop teacher and team of ed techs to institute a positive
learning environment
Uses points sheets
Reviews students IEPs
Collaborates with Mrs. N and team of ed techs and communicates
desired role for them during learning center time period
Adapts lessons to meet students needs
Addresses general education standards in individualized and small group
lessons

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SPECIAL EDUCATION
__1___ 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
g. Uses variety of learning skills and technology

h. Variety of instructional strategies to support

communication

Examples

Adapts strategies based on students daily needs

Monitors student throughout instructional lesson to assist with
challenging behaviors or academic scaffolding
Checks for student understanding continuously throughout lesson
Allows student to take lead in aspects of lesson design and sometimes
student is allowed more or less input into lesson structure
Adapts lesson to challenge students as they gain understanding
Uses computer software, books, discussion to scaffold student
understanding
Uses verbal & nonverbal methods during instructional process

__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,

Examples

AOS IEP training

Smarter Balanced training

IT, librarian, internet

Journal & discussions with coop teacher & supervisor
Seeks out feedback
Supervisor verification
Continuing education and seeking out resources to gain knowledge & understanding

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SPECIAL EDUCATION
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.
__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
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

Examples
Attends supervision meetings (billing for the state for behavior all the people who bill
meet with the social worker) (BHPs)
Works with tech support & school library re: laptops, books, also collaborates with
educational technicians. After school, team frequently debriefs about behavioral situations.
Ryan often has positive feedback and recommendations, suggestions for teachers to try.

Email correspondence & log book home/school

IEP training for AOS

Communications with general education to diplomatically advocate for students

Communicates daily about roles & assignments

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SPECIAL EDUCATION
_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.
a.
b.
c.
d.

Performance Indicators
Facilitate and inspire student creativity
Design technological experiences and
assessments
Model digital-age work and learning
Engage in professional growth/learning in
technology

Examples

Social skills lesson where students view video

Helped mom find an electronic app for planner because penmanship is

poor
Works with tech support

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SPECIAL EDUCATION
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: 13 March 2015

Conference with lead teacher @ elementary level about FBA on student (ASD).
Ryan will write up IEP and Mrs. N will check & provide feedback
Talk with school psychologist about eligibility testing, possibly an observation while testing
Work with students to create video on conversation skills
Conversation and review of paraeducator evaluation tool
Develop lessons more independently show initiative & ownership, creativity in design
Ryan will take part in transitional planning for students to go to high school & helping students with SNOW slideshow

___________________________

_________________________

________________________

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_______________________

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SPECIAL EDUCATION
Student Teacher

Date

Cooperating Teacher

Date

____________________________ _________________________
University Supervisor
Date

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