[UofL Standard 11.2] the dominant language. generalization ICC4S4-Use strategies to facilitate maintenance and generalization of skills across learning environments. ☐ Generally presents tasks that are at appropriate level 3.1Communicates high ICC7S6-Sequence, implement, and of difficulty for all students expectations evaluate individualized learning Sets significant and challenging ☐ objectives. Previews upcoming events for students objectives Communicates confidence in ability to achieve objectives students’ ICC1K2-{Demonstrates knowledge 3.2Establishes a positive learning Generally delivers more praise than reprimands or ☐ of} Laws, policies, and ethical environment directives. principles regarding behavior Reviews behavior expectations at the onset of the Sets clear standards of conduct ☐ management planning and Shows awareness of student behavior lesson implementation. Responds in appropriate and Responses to problem behavior appear to address ☐ respectful ways function ICC7S4-Use functional assessments to Refrains from using punitive techniques (e.g., ☐ develop intervention plans. reprimands, time out, response cost) outside of the context of a formal Behavior Intervention Plan ICC5S1-Create a safe, equitable, Positioned to supervise all students in the classroom ☐ positive and supportive learning Refrains from using sarcasm, insults, and talking ☐ environment in which diversities are about students in their presence valued. Climate ICC5S10-Use effective and varied behavior management strategies. ICC4S5-Use procedures to increase the Learning individual’s self-awareness, 3: self-control, and self-esteem. IIC4S3-Use a variety of non-aversive Standard techniques to control targeted behavior and maintain attention of individuals with exceptional learning needs. 3.3Values and supports student IIC2K2-{Demonstrates knowledge of} accommodations are made for students ☐Appropriate Impact of sensory impairments, diversity addresses individual with sensory impairments and physical and health exceptional resources, and strategies respond to cultural, needs ☐Content, learning needs on individuals, families linguistic, and gender differences Uses a variety of strategies and society. Identifies student characteristics that will affect learning IIC2K3-{Demonstrates knowledge of} [UofL Standard 11.8] Etiologies and medical aspects of conditions affecting individuals with exceptional learning needs {as appropriate}. ICC7S8-Develop and select instructional content, resources, and
[UofL Standard 11.2] the dominant language. ICC4S4-Use strategies to facilitate maintenance and generalization of skills across learning environments. generalization Standard 3: Learning Climate 3.1Communicates high expectations Sets significant and challenging objectives Communicates confidence in students’ ability to achieve objectives ICC7S6-Sequence, implement, and evaluate individualized learning objectives. ☐ Generally presents tasks that are at appropriate level of difficulty for all students ☐ Previews upcoming events for students 3.2Establishes a positive learning environment Sets clear standards of conduct Shows awareness of student behavior Responds in appropriate and respectful ways ICC1K2-{Demonstrates knowledge of} Laws, policies, and ethical principles regarding behavior management planning and implementation. ICC7S4-Use functional assessments to develop intervention plans. ICC5S1-Create a safe, equitable, positive and supportive learning environment in which diversities are valued. ICC5S10-Use effective and varied behavior management strategies. ICC4S5-Use procedures to increase the individual’s self-awareness, self-control, and self-esteem. IIC4S3-Use a variety of non-aversive techniques to control targeted behavior and maintain attention of individuals with exceptional learning needs. ☐ Generally delivers more praise than reprimands or directives. ☐ Reviews behavior expectations at the onset of the lesson ☐ Responses to problem behavior appear to address function ☐ Refrains from using punitive techniques (e.g., reprimands, time out, response cost) outside of the context of a formal Behavior Intervention Plan ☐ Positioned to supervise all students in the classroom ☐ Refrains from using sarcasm, insults, and talking about students in their presence 3.3Values and supports student diversity and addresses individual needs Uses a variety of strategies Identifies student characteristics that will affect learning [UofL Standard 11.8] IIC2K2-{Demonstrates knowledge of} Impact of sensory impairments, physical and health exceptional learning needs on individuals, families and society. IIC2K3-{Demonstrates knowledge of} Etiologies and medical aspects of conditions affecting individuals with exceptional learning needs {as appropriate}. ICC7S8-Develop and select instructional content, resources, and ☐Appropriate accommodations are made for students with sensory impairments ☐Content, resources, and strategies respond to cultural, linguistic, and gender differences
student-teaching-handbook.docx