SERP 593 Internship Manual: DHH - Jennifer …jennifercatalano.weebly.com/uploads/1/0/3/3/103380980/...Wong, H. & Wong, R. T. (2009). The First Days of School. Mountain View, CA: Harry

SERP 593

INTERNSHIP MANUAL

SPECIAL EDUCATION: DEAF/HARD OF HEARING

DEPARTMENT OF DISABILITY AND PSYCHOEDUCATIONAL

STUDIES

TABLE OF CONTENTS

PART I: PURPOSE, TIME REQUIREMENTS, READINGS 2

PART II: ACTIVITIES AND PRODUCTS 5

PART III: INTERNSHIP LOGS 14

INTERMEDIATE INTERNSHIP LOG 14

FINAL INTERNSHIP LOG 20

PART IV: COOPERATING TEACHER GUIDELINES 23

SAMPLE WEEKLY WRITTEN FEEDBACK FORM 26

PART V: CED AND CEC GUIDELINES 29

SERP 593 INTERNSHIP MANUAL: DHH

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PART I: PURPOSE, TIME REQUIREMENTS AND READINGS

Purpose:

The purpose of this internship is to prepare you to integrate and synthesize what you have learned within

your coursework so that you can be a highly qualified teacher of students who are DHH within a self-

contained or general education setting. During the internship you will refine your ability to utilize the

IEP process as a basis for determining instructional goals and objectives for students who are deaf

and/or hard of hearing, design lessons and develop techniques for teaching communication skills, study

skills and academic content, and evaluate student progress as well as your own effectiveness in planning

and providing instruction.

Objectives:

Upon completion of this internship the intern will be able to:

1. Exhibit behavior consistent with professional ethics,

2. Create a safe, equitable, positive, engaging and supportive learning environment for all students

including culturally and/or linguistically diverse students, ISCI2, S1, S4

3. Select and administer formal and informal assessments addressing communication, literacy, and

areas such as the expanded core curriculum, self-determination and advocacy, social behavior

and academic performance. ISCI 2, S2

4. Use assessment information to determine individual and group instructional objectives and to

identify any needed accommodations, ISCI 2 S2

5. Know state IEP guidelines,

6. Design and write an appropriate Individual Educational Plan (IEP) and attend or participate in an

IEP meeting,

7. Use models of instruction including Self-Determined Learning Model of Instruction (SDLMI)

and cognitive strategy instruction to meet targeted goals and objectives, ISCI 2 K3

8. Monitor and evaluate student progress toward established objectives, ISCI 2 S2

9. Monitor student use of amplification,

10. Infuse language (oral and/or signed) and literacy objectives within content area instruction,

11. Design, implement and evaluate long term instructional in any appropriate area,

12. Establish and maintain collaborative relationships with professionals and parents,

13. Evaluate the effectiveness of instruction in meeting student objectives by engaging in reflective

practice. ISCI 2 K4

Competencies addressed by the Council on Education of the Deaf (CED) and Council for

Exceptional Children (CEC) are listed in Part IV of the internship manual.


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Time Requirements:

1. Full time intern (9 units):

a. In-state (Arizona) interns. Complete approximately 430 hours by spending about 36 hours a

week over a 12- week period in this internship. The intern will assume responsibility for the

classroom or caseload for at least seven (7) weeks. This can be a collaborative effort between the

cooperating teacher and intern. The recommended schedule is four full days and one half day.

The free half-day can be used to prepare for the final portfolio presentation, to complete a

professional resume, to prepare employment applications, and to complete any other work

required by the University. Interns are expected to participate in all responsibilities assumed by

the cooperating teacher including activities such as playground monitoring, lunch duty, teacher

meetings, teacher in-services, etc.

b. Out-of-state interns. Out-of-state interns are charged in-state tuition if they register for 6 or fewer

units in a given semester. For this reason, the final internship is spread over two semesters rather

than being completed in a single semester. The intern will complete a total of approximately 500

hours by spending about 36 hours a week over a 14-week period in this internship. This

typically means that the intern devotes 36 hours a week to the internship for 7 weeks each

semester. The intern will assume full responsibility for the classroom or caseload for at least

eight (8) weeks of the internship. This can be a collaborative effort between the cooperating

teacher and intern. The recommended schedule is four full days and one half day. The free half-

day can be used to prepare for the final portfolio presentation, to complete a professional resume,

to prepare employment applications, and to complete any other work required by the University.

Our CED accreditation requires that all students complete a full time internship (minimum of 36

hrs./week over designated period of time) so it is not possible to make this into two part-time

internships. Interns are expected to participate in all responsibilities assumed by the

cooperating teacher including activities such as playground monitoring, lunch duty, teacher

meetings, teacher in-services, etc.

2. Part-time intern (6 units): Complete approximately 290 hours by spending about 24 hours a week

over a 12-week period in this internship. Specific internship hours should be determined by the

intern and cooperating teacher.

3. Part-time intern (3 units): Complete approximately 142 hours by spending about 12 hours a week

over a 12-week period in this internship. Specific internship hours should be determined by the

intern and cooperating teacher.

4. Identify a weekly time to conference with the cooperating teacher and report this to your university

supervisor. This time should be at the teacher’s convenience and allow sufficient time to ask

questions and share ideas. Most interns find they benefit from approximately an hour each week.

5. Identify a potential midterm and final evaluation meeting date and time with the cooperating teacher

and then confirm these dates with your university supervisor. These meetings will be either in

person, by phone, or through an online meeting.


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Recommended Texts/Readings:

Students should refer to materials and readings from previous coursework.

Resources on the Self Determined Learning Model of Instruction (SDLMI), posted on course site

Iowa Department of Education. (2013). The expanded core curriculum for students who are deaf or

hard of hearing. Posted on course site.

State Department of Education:

Guidelines on Eligibility for Services

IEP Guidelines

Common Core

Moss, C. M. & Brookhart, S. M. (2012). Learning targets: Helping students aim for understanding in

today’s lesson. Alexandria, VA: ASCD.

This text has helpful information for designing long-term instruction, and for learning how to

convey expected learning outcomes and the procedures to measure progress on those outcomes

to students in a meaningful manner. ASCD is a teacher organization that publishes wonderful

resources!

Wong, H. & Wong, R. T. (2009). The First Days of School. Mountain View, CA: Harry K. Wong

Publications.

Excellent for beginning teachers (especially those in a classroom). The Wongs tell you how to

establish classroom routines, how to create an attention getting signal, how to establish classroom

rules and multiple other aspects of instruction that help you teach with confidence.

If you live in Arizona and have access to Bookman’s Used Books, you’ll likely find a used copy of

this year or a prior year available there.

Link to IRIS Center providing information on various topics including learning strategies, reading,

literacy, collaboration, and assessment:

http://iris.peabody.vanderbilt.edu/resources.html

Link to language and culture resource kits at the UA College of Education World of Words, which

includes resources for literacy instruction:

http://wowlit.org/links/language-and-culture-resource-kits/

http://iris.peabody.vanderbilt.edu/resources.html

http://wowlit.org/links/language-and-culture-resource-kits/


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PART II: ACTIVITIES AND PRODUCTS

ACTIVITIES The Internship Log that is included within this manual will guide you as to when to conduct the

following activities.

1. DEVELOP AND IMPLEMENT DETAILED LESSON PLANS

Lessons Plans for Your University Supervisor:

Intermediate Internship:

Submit one lesson plan to your University supervisor each week. The lesson plan should be written

in a detailed manner using a lesson plan form approved by your supervisor. Each lesson plan can

address a single lesson or once you begin long-term instruction, multiple related lessons that will be

conducted over the week. The University supervisor may request additional plans if needed.

Initial lesson plans for your University supervisor should be submitted to the appropriate Initial

Lesson Plans D2L dropbox by Thursday, 11:59 pm AZ time of the week prior to implementation.

Feedback on the plan will be provided by Monday at 11:59 pm. Initial plans are not graded.

While it is important to personally evaluate all instruction, you will do this in a formal way for each

lesson plan submitted to your supervisor. After you conduct the plan, evaluate the effectiveness of

the plan, of the instruction that you provided and of student progress toward the instructional

objective(s). In most cases, the final lesson plan will differ from the initial draft based on your

implementation of supervisor and cooperating teacher feedback. You are expected to address written

supervisor feedback within the final evaluated plan. Submit your evaluated plan to the Evaluated

Lesson Plans dropbox by Sunday, 11:59 pm AZ time the week after conducting the plan, e.g. the

plan conducted week of September 8 is submitted for evaluation by 11:59 pm Sunday, September

14. The Evaluated Lesson Plan will be graded and is worth 20 points.

Final Internship:

At the beginning of the internship, the intern and supervisor should discuss whether the initial lesson

plan schedule should be to submit plans on a weekly basis or every two weeks. By the midterm

evaluation, final interns should submit plans every two weeks. The following describes the

procedures when submitting plans on a two-week basis.

Submit one lesson plan to your University supervisor every two weeks. The lesson plan should be

written in a detailed manner using a lesson plan form approved by your supervisor. Each lesson plan

will address a two-week period of instruction. Once you begin implementing long-term instruction,

your plan should include related lessons that will be conducted over the two-week period. The

University supervisor may request additional plans if needed.

Initial lesson plans for your University supervisor should be submitted to the appropriate Initial

Lesson Plans D2L dropbox by Thursday, 11:59 pm AZ time of the week prior to implementation.


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While it is important to personally evaluate all instruction, you will do this in a formal way for each

lesson plan submitted to your supervisor. After conducting the first week of your plan, evaluate the

week’s activities by inserting comments throughout the plan to comment on the effectiveness of the

plan and any changes to the plan for the upcoming week, on the effectiveness of your

implementation and on student performance and/or progress on objectives. Submit this plan to the

Evaluated Lesson Plans Dropbox (the dropbox date that aligns with the week in which initial

instruction was conducted) by Sunday at 11:59 pm AZ time of the week following implementation.

Your instructor will review your comments and may provide feedback, but the plan will NOT be

graded after the first week of implementation.

After implementing the full two-week plan, complete any revisions to the plan itself or provide

comments about how you will address instructor feedback in your subsequent plan. Finalize your

evaluation of the effectiveness of the plan, your implementation and student progress on the

objectives addressed over the two-week period. Submit this evaluated plan to the Evaluated Lesson

Plans dropbox (the dropbox date that aligns with the second week of implementation) by 11:59 pm

on Sunday of the week following implementation. Only evaluated instructional plans that address

the full two-week period will be graded for a potential 20 points.

Lesson Plans for Your Cooperating Teacher:

Your cooperating teacher should receive a plan for every lesson that you will conduct in a given

week. The two of you should discuss the appropriate format, the level of detail required for these

plans and whether plans should reflect daily lessons or cover a week of lessons within a given area

i.e. language arts, math. Additionally, you should determine the day and time of the week by which

she/he wants to see your plans for the coming week so that you can receive feedback prior to

implementation. Requirements for written lesson plans can be modified over the semester as

competence in this area is demonstrated.

Prior to implementing a lesson plan, thoughtfully consider the feedback your cooperating teacher and

university supervisor provide and incorporate suggestions into your instruction, as possible. Remember

that as an intern, you are a guest in the classroom/program. Accountability for student learning will

continue to rest with your cooperating teacher even as you assume increasing responsibility for

instruction. Delivering instructional lessons that are poorly developed or for which you are not prepared

puts the cooperating teacher and students at risk of not meeting requirements for adequate yearly

progress.

See D2L for: guidelines for writing lesson plans, presentation on writing instructional objectives, and

grading rubric

2. DESIGN AND IMPLEMENT LONG TERM INSTRUCTION ON A SELECT SET OF

OBJECTIVES

Design and implement a series of long-term instructional lesson plans addressing a limited set of

objectives. Select objectives that address a specific IEP goal, a specific content topic, a skill within the

expanded core curriculum, a cognitive strategy, etc. “Long term” is considered to be a consistent focus

on the selected objectives for a period of 4 to 8 weeks of instruction. Long-term instruction promotes


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learning by repeatedly addressing a limited set of objectives through varying activities and settings.

D/HH students, who often lack the background knowledge with which their hearing peers enter the

classroom, benefit from repeated exposure to vocabulary and concepts related to grade-level content and

instruction that integrates academic content, communication, language and literacy helps students

progress toward meeting their IEP goals. Long-term instruction should include elements of the self-

determined learning model of instruction (SDLMI) and cognitive strategy instruction, as appropriate.

Prior to implementing long-term instruction on specific objectives, review your students’ IEPs as well as

the common core standards for your state. You will share your proposed objectives and the procedures

you will use to monitor student progress with your supervisor and cooperating teacher for feedback and

guidance prior to implementation. After you complete this series of integrated lessons, you will evaluate

the sequence of lessons, the process of instruction provided and student progress on the addressed

objectives.

You may elect to design and conduct more than a single set of long term instructional lessons but you

will submit at least one set of lessons (minimum 4 weeks duration) and the evaluation of these lessons.

This assignment is completed during both the intermediate and final internship.

See D2L for guidelines for long-term instruction, SDLMI resources, grading rubric

3. VIDEO RECORD AND EVALUATE INSTRUCTIONAL SESSIONS

Students within the final internship should video record a minimum of three instructional sessions and

evaluate these recording using the evaluation form provided on the course site. Students completing the

intermediate part-time internship should video record a minimum of two instructional sessions and

evaluate these recording using the evaluation form provided on the course site. Your supervisor may

request additional recordings. Although recording and observing yourself teaching can be intimidating,

the process is invaluable in helping you refine your skills.

A minimum of one recording must occur at least two weeks prior to the midterm evaluation. The

recording schedule should be determined in collaboration with your cooperating teacher and university

supervisor within the first few weeks of your placement and noted within your internship log. Your

university supervisor will provide feedback on each session you record. You should incorporate this

feedback into subsequent instructional sessions.

You will need to obtain parental permission for students to appear in your recordings. Determine

whether guidelines specific to your school/district exist for video recording students. Work with your

cooperating teacher and university supervisor to obtain necessary releases in advance.

See D2L for: parent permission form and guidelines for recording instructional sessions


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4. WRITE (AND BEGIN WORKING TOWARD) YOUR PROFESSIONAL GOALS

Write at least one long-term professional goal and a minimum of two short-term objectives (per goal).

Consider reviewing the competencies established by CED, CEC, and your state for ideas. The short-term

objectives you write (i.e., learning outcomes) should be observable, measurable, and possible to achieve

during the course of your internship. Consider how you will monitor and document the progress you

make over the next few months. If the goals you establish regard planning for and delivering instruction,

you may want to use your evaluation of your growth as a teacher (refer to the final bullet point under

“Products” for more information). You, your cooperating teacher, and your university supervisor will

jointly evaluate your progress during the mid-term and final evaluations.

See D2L for: guidelines for developing professional goals and grading rubric

5. MONITOR AMPLIFICATION

If you are working with students who use amplification, develop a plan to monitor the students’ use of

their assistive listening devices. This plan may include procedures to teach students how to monitor their

own amplification and should incorporate some type of data collection on student responsiveness. This

can be an excellent opportunity to implement the self-determined learning model of instruction.

Submit a draft of your plan to your cooperating teacher and supervisor for feedback. Begin

implementing your plan no later than the third week of your internship. Submit a final copy of the plan

and an evaluation of its effectiveness to the appropriate D2L dropbox.

Interns who are deaf or hard of hearing should create a plan that includes a hearing assistant to conduct

any needed listening checks. Talk with your supervisor about an alternate assignment if monitoring

amplification is not relevant or appropriate for the students with whom you are working. Possible

alternatives can include monitoring of visual access or of on-task behavior with a focus on how the

visual and acoustic properties of the physical environment impact student engagement. The Placement

and Readiness Checklists for Students who are Deaf or Hard of Hearing (PARC) may be a helpful

resource for this alternative.

See D2L for: guidelines for monitoring amplification, PARC and grading rubric

6. COMMUNICATE WITH PARENTS

Develop a plan to engage in ongoing communication with the parents/guardians of the students in your

classroom or on your caseload. The plan can include written notes, phone calls, emails, meetings or

other approaches determined by you and your cooperating teacher. Submit a draft of your plan to your

cooperating teacher and supervisor for feedback. Submit a final copy of the plan and an evaluation of its

effectiveness to the appropriate D2L dropbox. (You also may want to consider including comments and

concerns about interactions with parents in your reflective journal entries.) *An alternate assignment

should be discussed when this internship is being conducted by a practicing teacher of DHH students.

See D2L for: grading rubric


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7. CONDUCT TWO OBSERVATIONS OF HEARING STUDENTS

Observe hearing students of the same age range as those you are instructing. The purpose of these

observations is to provide you with some familiarity about the academic, social and behavioral

expectations of the age level you are instructing and the teaching strategies and materials used with these

students.

Each observation should be a minimum of one hour in length or at least one class period. Review the

assignment guidelines on the course site prior to planning your observation. You may elect to download

the observation protocol (this is different from the assignment guidelines) on D2L to record your

observations. Alternatively, you may create your own observation protocol. Regardless, you will want to

prepare in advance. Try to narrow in on what it is you hope to learn by observing hearing students and

develop a few specific questions. Think through procedures you can use to record the data you collect in

response to your questions (i.e. frequency with which students volunteer information or ask questions,

the type of questions students are asking, student engagement or on-task behavior, etc.)

The second observation can be conducted within the same setting or in a setting that differs from the

first observation. Use your second observation to address different questions, to expand on information

obtained during the first observation, etc. Uses these observations to help you set appropriate academic

and behavioral expectations for your students. If you are in an itinerant setting you can conduct these

observations within general education classrooms that your students attend.

See D2L for: guidelines for conducting observations, observational protocol, grading rubric

8. CONDUCT ONE OBSERVATION OF TEACHER INSTRUCTION

Identify a teacher whom you’d like to observe and make arrangements to observe this individual

providing instruction. This can be a teacher of students who are deaf/hard of hearing, a general

education teacher, a teacher of students for whom English is a second language or a special education

teacher. The purpose of this assignment is for you to observe the structure or procedural sequence of an

instructional activity, the manner in which content is presented, strategies used to promote student

learning and engagement and the manner in which the teacher monitors student performance. The

observation should be a minimum of one hour or at least one class period. This observation could be

conducted in conjunction with one of the observations of hearing children.

See D2L for: guidelines for conducting observation, grading rubric


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9. WRITE YOUR PHILOSOPHY OF EDUCATING D/HH STUDENTS (FINAL INTERNSHIP

ONLY)

Think back to when you started this program. Do you recall what your assumptions/beliefs were

regarding the education of students who are deaf or hard of hearing? This assignment is not an academic

exercise, but rather an opportunity to reflect and refine your philosophy of educating D/HH students.

Most prospective employers ask you to explain your teaching philosophy and parents often want to

know this information. The format in which you express your philosophy may take almost any form e.g.,

a written paper, a poem, a song, or perhaps a video. You may begin this assignment any time during

your internship, but it must be completed by the end of the semester.

See D2L for: guidelines for describing/refining your philosophy and grading rubric

10. BECOME FAMILIAR WITH THE IEP PROCESS AND ASSIST IN PREPARING AN IEP

Collaborate with your cooperating teacher to develop a student’s Individual Education Plan (IEP).

Carefully read your state’s guidelines for eligibility and IEP components and development. Determine

the student’s present levels of performance and write goals that are (a) based on the student’s areas of

need, and (b) tied to common core/state standards. Plan to work closely with your cooperating teacher as

you learn the procedures and forms the district/program uses. If this is your final internship, plan on

assuming leadership in completing these documents. The cooperating teacher and university supervisor

will evaluate your participation in the IEP process during the mid-term and final evaluations. Submit a

copy of the IEP to your university supervisor, being sure to follow confidentiality guidelines.

Plan to attend an IEP meeting for at least one student; preferably (but not necessarily) the student’s

whose IEP you wrote. Submit a reflection of this experience.

11. DESCRIBE YOUR DEVELOPMENT AS A TEACHER

Select three lesson plans (along with the self-evaluations that accompanied the plans) to showcase your

growth as a teacher. Write a brief narrative explaining how these specific plans demonstrate some aspect

of progress over the internship. You can address your improvement in any area(s) i.e. planning, writing

instructional objectives, integrating communication within instruction, using a variety of engagement

strategies, etc.

See D2L for: guidelines, grading rubric


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PRODUCT DUE DATES

The following assignments are submitted throughout the course of the semester:

Lesson plans.

Video recordings of instructional sessions. At least one session should be recorded, evaluated,

and submitted prior to the mid-term evaluation meeting.

Progress on professional goals. A written copy of your professional goals should be provided to

your cooperating teacher and supervisor within the first two week of the placement. Progress on

goals will be discussed during the mid-term and final evaluation meetings.

Observations of hearing students. At least one observation should be conducted and submitted

prior to the mid-term evaluation meeting.

Observation of teacher instruction. This observation should occur prior to the mid-term

evaluation meeting.

The following assignments are due prior to the final evaluation meeting:

Video recording instructional sessions. Depending on the number of sessions recorded,

evaluated, and submitted prior to the mid-term, one or two sessions will be due prior to the final.

One IEP (Final Internship). Remember to omit the student’s name and any other identifying

information.

Observations of hearing students. If the second observation was not conducted prior to the mid-

term evaluation it should be conducted and submitted prior the final evaluation.

At the end of the semester (or two weeks after completion of the internship) a final copy of each

assignment listed below is due:

Collection of lessons addressing long-term instruction and an evaluation. Inclusive of all

necessary components. Benchmark assignment for Final Internship.

Monitoring amplification plan (or alternate assignment). Including your evaluation of the plan.

Parent communication plan. Including your evaluation of the plan.

Progress on professional goals Submit your professional goals, the progress made toward the

short term objectives you established for the internship and goals/objectives you’d like to address

in a subsequent internship or employment situation.

Personal philosophy of educating D/HH students. (Final Internship only)

Reflective narrative of progress as a teacher. Description of progress based on three lesson

plans.


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GRADING PROCEDURES

A grade of Superior, Pass, or Fail will be assigned by the university supervisor. Internship grades are not

included with your GPA. Student interns who fail the internship will be required to repeat the internship

before graduating from the program. The final grade will be awarded on the basis of the student’s

Performance Rating on the Internship Evaluation Form as determined by the cooperating teacher and

supervisor, in combination with the points earned for assignments.

GRADE CRITERIA

SUPERIOR Overall Performance Rating assigned by both the cooperating teacher and

supervisor is Outstanding and an assignment total of 90% or higher.

PASS

Intermediate Internship: Overall Performance Rating assigned by both the

cooperating teacher and supervisor is Competent or Adequate and an

assignment total of 70-89%.

Final Internship: Overall Performance Rating assigned by both the

cooperating teacher and supervisor is Competent and an assignment total of

80-89%.

FAIL

Intermediate Internship: Overall Performance Rating assigned by both the

cooperating teacher and supervisor is less than Adequate and an assignment

total of less than 70%.

Final Internship: Overall Performance Rating assigned by both the

cooperating teacher and supervisor is Adequate or less than Adequate and an

assignment total of less than 80%.


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PRODUCT INTERMEDIATE FINAL

Eight Lesson Plans (20 points each) 160 160

Long term instructional objectives, collection of lesson plans

addressing objectives + Evaluation 80 80

Video Recorded Instructional Sessions + Evaluations (100

points each) 200 300

Professional Goals + Evaluation of Progress 25 25

Monitoring Amplification Plan + Evaluation of Plan 50 50

Parent Communication Plan + Evaluation of Plan 50 50

Observations of Hearing Students (25 each) 50 50

Observation of Teacher Instruction

25

25

Philosophy of Educating of D/HH Students

(Final Internship only) 25

Three Lesson Plans + Brief Narrative of Progress 50 50

TOTAL 690 840


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PART III: INTERNSHIP LOGS

INTERMEDIATE INTERNSHIP LOG

This log is to be used as a personal checklist and reminder for organizing the assignments for the intermediate

level internship. Items can be changed or modified to fit a schedule determined by you and your cooperating

teacher. SHARE this log with your cooperating teacher each week when the two of you meet. Review the

entire log so that you are aware of upcoming assignments and can discuss these in advance with your

cooperating teacher.

COMPLETED WEEK 1 (Enter Dates)

Determine and follow school sign-in procedure

Learn school procedures for fire drills, lockdown, ill students, classroom

visitors, access to confidential information, etc. Obtain a copy of the school

handbook.

Introduce yourself to the school staff i.e. the principal, the secretaries, the

custodian.

In collaboration with your cooperating teacher, determine your schedule for the

internship, including your weekly meeting.

Observe the children working with the teacher and interacting with one another

during free choice times to learn about the curriculum, instructional

approaches, teacher and child language, etc.

Assist the teacher in classroom/instructional activities.

Meet with cooperating teacher to identify one student for whom you will

develop a draft version of an IEP.

Review the IEP goals of each student in the classroom or on the caseload.

Write a note to parents introducing yourself and describing your

responsibilities. Discuss procedures to communicate with parents with

cooperating teacher. Cooperating teacher and supervisor should review

your note prior to sending it to parents.

Identify tentative Personal Goals/Objectives. Share these with your


Ask cooperating teacher to assign you at least one lesson to teach next week.

You may use the teacher’s objectives and plan for this first lesson.

Submit Internship Information Form (on course site) to D2L Dropbox

Submit Introductory Parent Letter to D2L dropbox

WEEK 2 (DATES)

Assist the teacher in instructional activities.

Teach one or two lessons from cooperating teacher’s plans.

Determine your weekly meeting time with the cooperating teacher and submit

to your supervisor.

Discuss possible objectives and focus for your long-term instructional lessons.

Review guidelines for eligibility for special education and IEP components and

process on your state’s department of education website.


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Review the present level of performance of several IEPs. Talk with

cooperating teacher about how this portion of IEP developed. Observe

assessment administration if possible.

Finalize Personal Goals/Objectives and the procedures you’ll use to monitor

your progress. Submit a copy to supervisor and cooperating teacher.

Identify dates for your Mid-Term Evaluation and Final Evaluation. Confirm

these dates with your supervisor.

Determine the lesson plan format and submission schedule for your


Discuss procedures to monitor student amplification with cooperating teacher

(if appropriate), submit draft plan to supervisor.

In preparation to write lesson plans, observe your cooperating teacher

providing instruction and create a lesson plan based on your observation. You

may ask for the objectives prior to the lesson. Review with the teacher during

your weekly meeting.

Determine the procedures to obtain any needed student permission to record

your instructional videos for self-evaluation. Submit Signed Video

permission letters as obtained to D2L site. Must have all signed letters

prior to recording.

Ask cooperating teacher to assign you at least one lesson to teach next week.

You may use the teacher’s objectives and plan. *Helpful to initially teach a

lesson that you’ve observed that includes procedures familiar to students.

WEEK 3 (DATES)


Teach one or two lessons from cooperating teacher’s plans.

Review carefully the goals and objectives of several IEPs. Talk with

cooperating teacher about the relationships between present level of

performance and goals and objectives.

Review the common core standards being used in your state. Focus specifically

on those content areas in which you will be delivering instruction.

Identify objectives that you will address in your long-term instructional lessons

and share your anticipated sequence of lessons with your teacher and

supervisor.

Monitor student amplification, record data.

To prepare to teach, again observe your cooperating teacher providing

instruction and create a lesson plan based on your observation. You may ask

for the objectives prior to the lesson. Review with the teacher during your

weekly meeting.

Determine a site and date for your first observation of same age typical hearing

students. Record this into the relevant week of the log.

Ask cooperating teacher to assign you at least one lesson/day to teach next

week. You may use the teacher’s objectives but write your own plans.


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Submit lesson plans for next week to cooperating teacher for at least one

lesson/day (may use cooperating teacher’s objectives).

Submit one lesson plan for next week to supervisor for review.

WEEK 4 (DATES)

Teach one lesson a day from your own plans (may use teacher’s objectives).


Record first instructional video and submit to YouTube (Private).

Review carefully the procedures to monitor student progress on objectives of

several IEPs. Talk with cooperating teacher about the relationship between the

objectives and monitoring procedures.

Monitor student amplification, record data and make any needed revisions to

plan.

Determine weeks during which you will conduct long-term instructional

lessons.

Review your personal objectives and progress. Make any needed revisions to

objectives or procedures to monitor progress.

Submit lesson plans for next week to cooperating teacher; one to two lessons a

day.

Submit lesson plan for next week to supervisor for review.

Submit evaluated lesson plan from this week to supervisor for grade.

WEEK 5 (DATES)

Teach one to two lessons a day from your own plans.


Submit evaluation of video 1 AND lesson plan used with this recording to

appropriate Dropbox

Work with teacher on draft of IEP, present level of performance.


Summarize progress to date on personal objectives to prepare for mid-term

evaluation.

Remind cooperating teacher and supervisor of scheduled mid-term evaluation.

Everyone completes evaluation form in advance of meeting.

Determine a site and date for your second observation of same age typical

hearing students. Record this in the relevant week of the log.

Submit lesson plans to cooperating teacher for at least one activity a day

addressing your long-term instructional objectives.

Submit lesson plan for next week that addresses long-term instructional

objectives to supervisor.


WEEK 6 (DATES)

Teach at least one lesson a day addressing long-term instruction. Remember to

monitor student performance.



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Work with teacher on draft of IEP, objectives.


CONDUCT MID-TERM EVALUATION MEETING


addressing your long-term instructional objectives.




WEEK 7 (DATES)

Teach at least one lesson a day addressing long-term instruction. Remember to

monitor student performance.


Work with teacher on draft of IEP.


Record video 2 of one lesson and submit to YouTube (Private).


addressing your long-term instructional objectives and one or two additional

activities to conduct during the week.




WEEK 8 (DATES)

Teach at least one lesson a day addressing long-term instructional objectives.

Remember to monitor student performance.




Submit evaluation of video 2 and lesson plan used within this recording to

appropriate Dropbox







WEEK 9 (DATES)

Teach at least one lesson a day addressing your long-term instructional

objectives and at least one additional lesson you’ve planned during the week.






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Review your personal objectives and progress.

Submit report of observation of same age typical hearing students if this has

not already been completed.

Submit lesson plans to cooperating teacher for at least one activity a day from

your LTIP and one or two additional activities to conduct during the week.




WEEK 10 (DATES)













WEEK 11 (DATES)





Complete work with teacher on draft of IEP.


Send note to parents letting them know that next week is your final week and

sharing student progress on objectives you’ve addressed.

Update progress on your personal goals in preparation for final evaluation

meeting.

Remind cooperating teacher and supervisor of Final Evaluation meeting.

Submit lesson plans for at least one activity a day to cooperating teacher.

Submit one lesson plan for final week to supervisor.


WEEK 12 (DATES)

Teach at least one lesson a day. Remember to monitor student performance.

Summarize student progress on the objectives addressed during long-term

instructional lessons.

Evaluate the effectiveness of your long-term instructional lessons.


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Write an evaluation of your parent communication plan.

Summarize data and write an evaluation of your plan to monitor amplification.

CONDUCT FINAL EVALUATION MEETING THIS WEEK OR NEXT.


Submit all assignments to your supervisor within two weeks.


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FINAL INTERNSHIP LOG

This log is to be used as a personal checklist and reminder for organizing the assignments for the intermediate

level internship. Items can be changed or modified to fit a schedule determined by you and your cooperating

teacher. If you are completing the placement within your employment situation, revise the log to accurately

reflect your existing level of responsibility. SHARE the log with your cooperating teacher when the two of you

meet each week and frequently review upcoming assignments.

Date

Completed Week 1: Dates

Follow sign-in procedures. Learn school procedures for fire drills, lockdown, ill

students, classroom visitors, access to confidential information, etc. Introduce yourself

to the school staff. Obtain a copy of the school handbook(s).

In collaboration with your cooperating teacher, determine your schedule for the

internship, including your weekly meeting.

Determine dates for midterm and final evaluations and record in log.

Assist the teacher with instructional activities.

Review the eligibility and IEP guidelines on your state department of education

website.

Identify a student for whom you will develop an IEP and spend some time observing

the student. Review the IEP goals of each student in the classroom or on your caseload.

Write a note to parents introducing yourself and describing your responsibilities.

Discuss procedures to communicate with parents with cooperating teacher.

Cooperating teacher and supervisor should review your note prior to sending it to

parents. Submit letter to D2L dropbox.

Identify tentative Professional Goals. Share these with your cooperating teacher.

Submit a draft of your goals to supervisor.

Determine and initiate procedures to obtain any needed student permission to video

record instructional sessions.

Submit cooperating teacher form for payment.

Submit Internship Information Form to D2L dropbox.

Submit lesson plans to cooperating teacher and supervisor for next two weeks.

Week 2: Dates

Teach at least two lessons this week.

Determine the topic, strategies, content or focus for your long-term instructional

lessons.

Review guidelines for eligibility for special education and IEP components and process

on your state’s department of education website.

Review the IEP procedures used by your cooperating teacher (who writes each section

of the IEP, how present level of performance determined and by whom, etc.) and

beginning the IEP program used for students.

Begin initial work on IEP for selected student by reviewing previous assessment results,

objectives and documentation of performance within existing IEP.


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Obtain dates of any IEP meetings that you may be able to attend for this student or

others and add to log.

Develop and submit plan for monitoring amplification or alternate plan to cooperating

teacher and supervisor

Develop and submit plan for ongoing communication with parents to cooperating

teacher and supervisor.

Submit signed video permission forms to D2L dropbox as obtained. Must have signed

permission PRIOR to recording.

Submit initial evaluation of lesson conducted this week and any proposed modifications

for next week to supervisor.

Week 3: Dates

Teach at least one lesson a day this week.

Review the common core standards being used in your state. Focus specifically on

those content areas in which you will be delivering instruction.

Identify objectives that you will address in your long-term instructional lessons and

share your anticipated sequence of lessons with your teacher and supervisor.

Determine a site and date for your first observation of same age typical hearing

students. Record this into the relevant week of the log.

Implement student amplification or alternate plan.

Implement parent communication plan.

Submit lesson plans to cooperating teacher and supervisor for next two weeks.

Submit evaluated two-week lesson plan to supervisor for grade.

Week 4: Dates

Assume 50% of cooperating teacher’s instructional responsibilities. This can be in

collaboration with teacher.

Determine weeks in which long-term instruction on selected objectives will occur and

record in log.

Record first video and upload to YouTube (Private).

Work on IEP.

Continue student amplification or alternate plan.

Determine date for teacher observation and record in log.

Submit cooperating teacher feedback for weeks 1-4 to supervisor.



Week 5: Dates



Remind cooperating teacher and supervisor of schedule mid-term evaluation. Everyone

completes evaluation form in advance of meeting.

Summarize progress to date on personal objectives to prepare for mid-term evaluation

next week.

Submit evaluation of first video AND lesson plan used with this recording to


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appropriate dropbox.


Work on IEP.

Submit lesson plans to cooperating teacher and supervisor for next two weeks. These

plans should address long-term instructional objectives.


Week 6: Dates



Determine a site and date for your second observation of same age typical hearing

students. Record this in the relevant week of the log.

CONDUCT MID-TERM EVALUATION MEETING

Record second video and upload to YouTube (Private).

Review amplification or alternate plan and make any needed revisions.

Work on IEP.



Week 7: Dates

Submit evaluation of second video AND lesson plan used with this recording to


Submit cooperating teacher feedback for weeks 5 – 7.


Work on IEP.




Week 8: Dates

Submit draft of personal philosophy.

Work on IEP.


Review progress on personal goals.



Week 9: Dates

Record third video and upload to YouTube (Private).

Work on IEP.






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Week 10: Dates

Submit evaluation of third video AND lesson plan used with this recording to


Work on IEP.


Make any desired revisions to personal philosophy.



Week 11: Dates

Sent note to parents that next week will be your final week.

Complete IEP.

Remind cooperating teacher and supervisor of schedule final evaluation. Everyone

completes evaluation form in advance of meeting.

Submit cooperating teacher feedback for weeks 8 – 11.

Submit lesson plan for final week.


Week 12: Dates

Reduce instructional responsibilities as appropriate.

Conduct FINAL EVALUATION this week or next

Submit all assignments within two weeks.


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PART IV: COOPERATING TEACHER GUIDELINES

General Information

Thank you for agreeing to serve as a cooperating for this intern. The intern working with you is a

graduate student preparing to become a teacher of students who are deaf/hard of hearing. The number of

hours that the intern will be with you and your students each week and the type of responsibilities she/he

will assume is dependent upon the number of units being completed and the level of the internship

(intermediate or final internship). This section of the Internship Manual describes the responsibilities we

ask you to assume.

Professional Practice

The intern has been instructed to follow your lead in issues of professional development and to

demonstrate personal professional behavior throughout the placement. As part of the placement, the

intern should gain experience as a working member of a multi-disciplinary team that provides

assessment, placement and monitoring of programs for students with hearing loss. The intern should

participate in a minimum of one IEP meeting. We ask that the intern be given the opportunity to assist

with, or to prepare, one IEP. Of course, it is optimal for the intern to participate in the IEP meetings for

this student, but if this is not possible, attendance at any IEP meeting will be appropriate.

Required Assignments

The activities the intern is expected to complete are listed in the Activities and Products section of the

Internship Manual as well as within the internship log. Feel free to review these assignments and offer

your feedback. Assignments can be modified if they are unsuitable for the specific internship context.

Lesson Planning

The intern is expected to write daily/weekly lesson plans. Typically interns might begin by writing daily

plans and gradually move to weekly plans. The determination of whether the intern should prepare daily

or weekly plans depends on the student, the internship context, the cooperating teacher and the

supervisor. The determination of frequency and detail of plans should be reviewed at each meeting

(initial meeting, mid-term evaluation, final evaluation). Lesson plans should be thorough and precise and

submitted to you the week preceding implementation in the format and level of specificity that you

desire. You and your intern should work out a date by which you will receive the plans for the upcoming

week. Please review the plans and give any feedback prior to the intern beginning to teach from those

plans. The university supervisor will review in detail and provide feedback on one detailed lesson plan

each week. The intern is expected to make revisions on plans and instruction based on feedback given

by the cooperating teacher and university supervisor.

You should feel free to collaborate with the intern to develop plans and instruction appropriate for your

students, to monitor student progress and to identify appropriate areas for the long-term instructional

plan.

Evaluation

You are encouraged to observe and evaluate the intern informally on a continuous basis, and to provide

ongoing feedback. We ask that you observe and provide written feedback on instruction once a week. A

suggested Feedback Form is included at the end of this document for this purpose but feel free to use


25

your own form. The intern is asked to submit a copy of the written feedback that you provide to the

University supervisor so that the supervisor can get your perspective on performance.

A formal evaluation meeting is conducted at the midpoint and end of the internship. You, the intern and

the university supervisor will complete an Internship Evaluation Form prior to each evaluation meeting.

During the evaluation meeting with the university supervisor you will share your impressions of the

intern’s performance with each other. At the end of the internship, you, the intern, and the university

supervisor will again complete this form. The evaluation form examines seven areas: Professional

Behavior, Instructional Planning, Instructional Implementation, Behavior Management, Communication,

Evaluation/Record Keeping and IEP Development. You are asked to indicate the intern’s level of

functioning (novice to outstanding) and to provide written comments describing strengths and areas for

refinement. The criteria are listed on the evaluation form. Your written comments are especially

valuable in promoting professional and personal growth.

The evaluation meetings may be held in person, by conference call or through a web-based conferencing

system.

The performance level indicated on these Final Evaluations, along with the written comments, will

contribute to the intern’s grade. These Final Evaluations become part of the intern’s file.

Some of the expectations for the Cooperating Teacher are outlined below. However, there are many

other ways in which you can mentor this intern on the journey to becoming an effective teacher.

Teacher Responsibilities:

1. Communicate with the intern by establishing a regular meeting time each week to share and provide

feedback on objectives, lesson planning, individual children’s programs, IEPs, instruction and other

relevant topics.

2. Observe and provide written feedback at least once a week.

3. Provide the intern with instructions regarding responsibilities for assisting you and for providing

instruction.

4. Share your lesson plans, instructional goals, instructional strategies, techniques for teaching and

monitoring student progress, and behavior management strategies with the intern.

5. Help the intern develop procedures to communicate with parents on an ongoing basis.

6. Assist the intern in locating and examining assessment and curricular materials. Suggest topics for

the long-term instructional plan, and monitor its development and implementation.

7. Assist the intern in making arrangements to observe other teachers and support personnel or

classrooms if you think this would be beneficial.

8. Provide opportunities for planning and teaching. Please allow full-time interns to assume a level of

full responsibility for at least seven weeks of the placement. You may elect to team teach with the

intern during all of part of this time period.

9. Review the intern’s written plans prior to implementation and provide suggestions.

10. Evaluate the intern’s performance after seven weeks, and at the end of the placement.

Compensation

The Arizona Board of Regents has ruled that a cooperating teacher has the option of receiving a stipend

or a University of Arizona fee waiver (final only) for mentoring a student intern. At this time the


26

honorarium for the cooperating teacher working with a part-time intern $250 and with the full time

intern is $500.

The fee waiver must be used within one year after the student-interning semester and is invalid if it is

not used within four academic terms. A letter confirming the fee waiver will be sent to the teacher’s

permanent address from the College of Education Business Office. The fee waiver does not cover late

fees, special class fees or Student Recreation Center fees.

Cooperating teachers will be required to complete a compensation form and indicate their choice of

reimbursement. Checks should be issued within four weeks after the completion of the university

academic semester. No reimbursement will be given to cooperating teachers without their social security

number and signature. Both fee waivers and stipends are reported as taxable income to the Internal

Revenue Service.


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Feedback Form for Instructional Observations

This form may be used to provide weekly written feedback of the intern providing instruction. Please

ask intern to submit a copy to the university supervisor.

Intern __________________________________Date________________

Observer ______________________________

The comments below relate to the lesson plan (when the intern writes own plan) and implementation of

the plan:

1. Objectives: Are the objectives realistic and appropriate?

2. Plan: Does the lesson plan create an appropriate and engaging means to address the objectives? Are

materials relevant and accessible during the activity?

3. Procedures/Lesson Mechanics: Does the activity proceed in a logical manner? Were any steps left

out? Did the intern make adaptations as needed?


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4. Instructional Strategies: These are some of the strategies I saw you use:

5. You show strong skills in these areas:

6. Continue refining these skills:

7. Additional comments or considerations for your next lesson:


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PART V: CED AND CEC COMPETENCIES

Council on Education of the Deaf (CED) and Council for Exceptional Children (CEC) combined

Competencies. Most interns will address the majority of these competencies during the intermediate or

final internship. A few competencies will be relevant only if relevant situations provide opportunities to

address the noted knowledge or skill.

Standard 2

Learning Environments

ISCI 2

K3 Effective management of teaching and learning

K4 Teacher attitudes and behaviors that influence behavior of individuals with

exceptionalities

S1 Create a safe, equitable, positive and supportive learning environment in

which diversities are valued.

S2 Identify realistic expectations for personal and social behavior in various

settings

S4 Design learning environments that encourage active participation in

individual and group activities

S5 Modify the learning environment to manage behaviors

S6 Use performance data and information from all stakeholders to make or

suggestions modifications in learning environments

S7 Establish and maintain rapport with individuals with and without

exceptionalities

S8 Teach self-advocacy

S9 Create an environment that encourages self-advocacy and increased

independence

S10 Use effective and varied behavior management strategies

S12 Design and manage daily routines

S13 Organize, develop, and sustain learning environments that support positive

intra-cultural and intercultural experiences

S14 Mediate controversial intercultural issues among individuals with

exceptionalities within the learning environment in ways that enhance any

culture, group, or person

S15 Structure, direct, and support the activities of para-educators, volunteers,

and tutors

S16 Use universal precautions

DHH 2

S1 Provide ongoing opportunities for interactions between individuals who are

deaf or hard of hearing with peers and role models who are deaf or hard of

hearing

S2 Provide access to incidental language experiences

S3 Prepare individuals who are deaf or hard of hearing to use interpreters.

S4 Manage assistive technology for individual who are deaf or hard of hearing


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S5 Design a classroom environment that maximizes opportunities for visual

and/or auditory learning and meets developmental and learning needs.

Standard 3: Curricular Content Knowledge

ISCI 3

K4 Technology for planning and managing the teaching and learning

environment

S1 Identify and prioritize areas of the general curriculum and accommodations

for individuals with exceptionalities

S2 Integrate affective, social, and life skills with academic curricula

DHH 3

S2 Integrate language instruction into academic areas

Standard 4: Assessment

ISCI 4

K4 National, state or provincial, and local accommodations and modifications

S1 Gather relevant background information

S2 Administer nonbiased formal and informal assessments

S5 Interpret information from formal and informal assessments

S6 Use information in making eligibility, program and placement decisions for

individuals with exceptionalities, including those from culturally and/or

linguistically diverse backgrounds

S8 Evaluate instruction and monitor progress of individuals with

exceptionalities

S9 Create and maintain records

DHH 4

S1 Administer assessment tools using the individual’s preferred mode or

language of communication

S2 Develop specialized assessment procedures that allow for alternative forms

of expression

S3 Collect and analyze spoken, signed or written communication samples

Standard 5: Instructional Planning and Strategies

ISCI 5

K3 National, state or provincial, and local curricula standards

K4 Technology for planning and managing the teaching and learning

environment.

K5 Roles and responsibilities of the paraeducator related to instruction,

intervention, and direct service

K6 Evidence-based practices validated for specific characteristics of learners

and settings

K7 Augmentative and assistive communication strategies

S1 Develop and implement comprehensive, longitudinal individualized

programs in collaboration with team members


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S2 Involve the individual and family in setting instructional goals and

monitoring progress

S3 Use functional assessments to develop intervention plans

S4 Use task analysis

S5 Sequence, implement and evaluated individualized learning objectives

S6 Integrate affective, social and life skills with academic curricula

S7 Develop and select instructional content, resources and strategies that

respond to cultural, linguistic and gender differences

S8 Incorporate and implement instructional and assistive technology into the

educational program

S9 Prepare lesson plans

S10 Prepare and organize materials to implement daily lesson plans

S11 Use instructional time effectively

S12 Make responsive adjustments to instruction based on continual observations

S14 Use strategies to facilitate integration into various settings

S15 Teach individuals to use self-assessment, problem solving and other

cognitive strategies to meet their needs

S16 Select, adapt and use instructional strategies and materials according to

characteristics of the individual with exceptionalities

S17 Use strategies to facilitate maintenance and generalization of skills across

learning environments

S18 Use procedures to increase the individual’s self-awareness, self-

management, self-control, self-reliance, and self-esteem

S19 Use strategies that promote successful transitions for individuals with

exceptionalities

S20 Use strategies to support and enhance communication skills of individuals

with exceptionalities

S21 Use communication strategies and resources to facilitate understanding of

subject matter for individuals with exceptionalities whose primary language

is not the dominant language

S22 Modify instructional practices in response to ongoing assessment data

DHH 5

S1 Apply strategies to facilitate cognitive and communicative development

S2 Implement strategies for stimulating and using residual hearing

S3 Facilitate independent communication in all contexts

S4 Implement strategies for developing spoken language in orally

communicating individuals and sign language proficiency in signing

individuals

S5 Use specialized technologies, resources and instructional strategies unique

to individuals who are deaf or hard of hearing

S6 Develop successful inclusion experiences

S8 Provide activities to promote print literacy and content area reading and

writing through instruction via spoken language and/or the signed language

indigenous to the Deaf community


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S9 Apply first and second language teaching strategies to the instruction of the

individual

S10 Provide balance among explicit instruction, guided instruction, peer learning

and reflection

Standard 6 Professional Learning & Ethical Practice

ISCI 6

S1 Practice within the CEC Code of Ethics and other standards of the

profession

S2 Uphold high standards of competence and integrity and exercise sound

judgment in the practice of the profession

S3 Act ethically in advocating for appropriate services

S4 Conduct professional activities in compliance with applicable laws and

policies

S5 Demonstrate commitment to developing the highest education and quality

of life potential of individuals with exceptionalities

S6 Demonstrate sensitivity for the culture, language, religion, gender,

disability, socioeconomic status, and sexual orientation of individuals

S7 Practice within one’s skill limits and obtain assistance as needed

S8 Use verbal, nonverbal and written language effectively

S9 Conduct self-evaluation of instruction

S10 Access information on exceptionalities

S11 Reflect on one’s practice to improve instruction and guide professional

growth

S12 Engage in professional activities that benefit individuals with

exceptionalities, their families, and one’s colleagues

S13 Demonstrate commitment to engage in evidence-based practices

S14 Articulate personal philosophy of special education

DHH 6

S1 Communicate proficiently in spoken language or the Sign Language

indigenous to the Deaf community.

S2 Increase proficiency and sustain a life-long commitment to maintaining

instructional language competence

Standard 7 Collaboration

DHH 7

K1 Services, organizations, and networks that support individuals who are deaf

or hard of hearing

ISCI 7

S1 Maintain confidential communication about individual with exceptionalities

S2 Collaborate with families and others in assessment of individuals with

exceptionalities

S3 Foster respectful and beneficial relationships between families and

professionals


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S4 Assist individuals with exceptionalities and their families in becoming

active participants in the educational team

S6 Collaborate with school personnel and community members in integrating

individuals with exceptionalities into various settings

S8 Model techniques and coach others in the use of instructional methods and

accommodations

S9 Communicate with school personnel about the characteristics and needs of

individuals with exceptionalities

S10 Communicate effectively with families of individuals with exceptionalities

from diverse backgrounds

S11 Observe, evaluate, and provide feedback to paraeducators

DHH 7

S1 Provide families with support to make informed choices regarding

communication modes, philosophies, and educational options.

Documents

SERP 593 Internship Manual: DHH - Jennifer …jennifercatalano.weebly.com/uploads/1/0/3/3/103380980/...Wong, H. & Wong, R. T. (2009). The First Days of School. Mountain View, CA: Harry