Www.region10.org



140017523812500 2020-2021 Educational Diagnostician Program Handbook Policies and ProceduresBarbara Keefer, M.A.Program CoordinatorCamela Walker Administrative Assistant Lauren Peet, M.EdRegion 5, 1 Facilitator Mikki Perry, LSSPRegion 8 FacilitatorStephanie Cassels, M.EdRegion 11 FacilitatorJaneia Vorderkunz, M.Ed RPED #1950Region 12 FacilitatorAmy Fanetti, Ed.S., NCSPRegion 13, 7, 17 FacilitatorJennifer Curfew, Patricia WeismanFrisco ISD Dear Candidates in the Program for Educational Diagnosticians, We are so excited that you are going to be a part of the Region 10 Educational Diagnostician program, accredited by the Texas Education Agency. This program has been existence for nearly twenty years and has earned a highly regarded reputation.Every year our program strives to accept cohorts of skilled teachers, dedicated to the field of special education. We accepted you and other members of your cohort because we believe you have the potential to make meaningful contributions to the Educational Diagnostician profession and to enrich the lives of candidates and families in the Local Education Agencies where you will work. You will have approximately one year of coursework followed by a year of internship or practicum experience before receiving your standard certification. This time will be both challenging and rewarding. We hope that you will sense a great amount of support provided by the candidates in your cohort as well as by the Region 10 staff and faculty.This handbook contains a great deal of information regarding Region 10 CERTification program policies and procedures as well as information concerning the Diagnostician program specifically. Please read this handbook carefully and maintain a copy so that you can refer to it during various phases of this program.I am so pleased that you have chosen Region 10 for your Educational Diagnostician certification. Please feel free to contact me should questions arise.Sincerely,Barbara KeeferBarbara Keefer, M.A., Program CoordinatorBarb.keefer@; 972-348-1478TABLE OF CONTENTSIntroduction 5Preface 5Region 10 Mission 5Region 10 CERT Program Background 5Program Eligibility and Admission Requirements 6Educational Diagnostician Eligibility 6Application Process 6Application Deadlines6Program Policies and Guidelines 7Program Completion 7Professional Conduct 7Region Facilitator Contacts 7Attendance Policy 8Financial Obligations 8Dress Code8Food/Beverages 9Children and Non-Program Candidates 9Social Media and Electronic Communication 9Remote Sites 9TAC Requirements for Educator Preparation Programs 10TAC Standards for Educational Diagnosticians 11Format and Structure 12Program At-A-Glance 12Online Platforms 12Moodle 12Virtual Instruction (ZOOM 12Google Drive 12Required Textbooks 13Test Kits and Protocols 13Curriculum Phases 14Phase One 14Phase Two 14Phase Three15Proposed Program Sequence 16Program Requirements and Descriptions 16FOME Coursework 16Introduction to Norm-Referenced Assessment Coursework 19TExES Examination 20Internship and Field-Based Practicum Requirements 21Supplemental Requirements 22Commitments and Contracts 23Internship and Field-Based Practicum Extensions 23Probation 23Certification 24Stakeholder Glossary 24Appendixes 26Program Agreement 27Nomination Form 29Criminal Affidavit Form 30Absence Form 31Confidentiality Statement 32FOME Coursework Grading Matrix 33KTEA-3 Protocol Rubric 34WISC-V Protocol Rubric 36WJ-IV COG and WJ-IV ACH Protocol Rubric 38Mock Administration Rubric 40Report Writing Rubric 41Parent Permission for Testing 42Statement of Eligibility 43Field Based Practicum Agreement 44Recommendation for Mentors45Field Supervisor Letter of Agreement 46Mentor Agreement 47Mentor/Intern Report Agreement 48Internship or Practicum Log 49Intern-Practicum Reflection Form 51Portfolio Documentation Form 53Field Supervisor Observation Report 54Benchmark for Educational Diagnostician Program 57Internship/Practicum Checklist 582020-2021 Course Calendar 60REGION 10 CERTification PROGRAM INTRODUCTION (Certify, Educate, Reach, Teach)Preface Region 10 Education Service Center is one of the twenty Education Service Centers that assists public, charter and private schools in improving student performance and increasing the efficiency and effectiveness of school operations. Our alternative certification program strives for a collaborative and supportive relationship with Texas Education Agency, accredited district, charter and private schools. Region 10 MissionThe mission of Region 10 is to be a trusted, student-focused partner that serves the learning community through responsive, innovative Educational solutions.Region 10 CERT Program Background In 1984, the Texas Legislature approved the creation of alternative certification programs to address the growing statewide teacher shortage. ?“Alternative” simply refers to a certification route that is not a traditional university undergraduate route. The CERTification Program, formerly Teacher Preparation and Certification Program, was created in response to critical teacher shortages in local school districts. Our first cohort of teacher interns began teaching in 1992. An outcry for Educational Diagnosticians in 2001 prompted the beginning of our program to certify Educational Diagnosticians, formerly known as Professional Educator Preparation Program (PrEP). In 2019, Region10 offered a satellite program to satisfy a need for trained diagnosticians across the state. The CERT Program for Educational Diagnosticians is composed of blended online and in-person pre-service training, as well as a paid Educational Diagnostician Internship or unpaid Field-Based Practicum Experience assignment in a Texas Education Agency (TEA) approved pubic or charter school with ongoing professional development and support. The Region 10 CERT Program for Educational Diagnosticians is accredited by TEA. Region 10 provides for the certification of qualified individuals who satisfactorily meet all specific program entry and training requirements as outlined by the program. The program provides preliminary screening, continuous training, and program evaluation. PROGRAM ELIGIBILITY AND ADMISSIONS REQUIREMENTS Educational Diagnostician Eligibility In order to be eligible to apply for the Region 10 CERT Program for Educational Diagnosticians, the applicant must meet the following criteria: Master’s Degree from an accredited college/university recognized by the Texas Higher Education Coordinating Board, with a minimum of 3.0 GPA At least 3 years of teaching experience as a Certified Teacher Certification in Special Education unless specified as not needed by District Director of Special Education Application Process To apply for the Region 10 CERT Program for Educational Diagnosticians, the applicant must complete and submit the following: Complete the online application found at certification. Click on Certification Programs and then Educational Diagnostician Certification. During the application process, the CERTification Program sends email reminders to inform applicants of any needed documentation before the application is reviewed by the program staff. Submit the following documents: Official bachelors and master’s transcripts (minimum of 3.0 GPA on master's degree). Must have official transcripts (e-scripts acceptable - must be e-mailed to?camela.walker@.) Copies of transcripts are not acceptable.Nomination form from District Special Education Director (Appendix B) Notarized Criminal Affidavit (Appendix C) Service Record documenting 3 years of teaching experienceAlternative certification coursework and hours (if applicable)Transcripts and service records will be used to determine eligibility for credit of pre-requisites (Intro to Exceptional Children, Methods and Strategies for Candidates with Disabilities, Human Growth and Development, Foundations of Reading) and regular coursework.?Submit documents to:Camela Walker, Administrative AssistantOffice: 972.348.1706Fax: 972.348.1707Camela.walker@ORMail documents to:Region 10 ESCAttn: R10 CERT - Diagnostician Program400 E Spring Valley Rd.Richardson, TX 75081Application DeadlinesRegion 10 Applicants: There is NO DEADLINE for Region 10 ESC applicants. Once a cohort of 20 fills, we have a rolling admission process into the next cohort (either in the same year or a subsequent year). There are two cohorts per year meeting at Region 10 ESC.Out of Region Applicants: As of last year, Region 10 has partnered with other regional service centers to help facilitate the growing need for Educational Diagnosticians in the state of Texas. We are currently partnering with Region 1, Region 5, Region 7, Region 8, Region 11, Region 12, Region 13, and Region 17?(subject to change). If you are an applicant within one of these regions, the deadline for applications is July 30. PROGRAM POLICIES AND GUIDELINES Program CompletionThe Region 10 CERT Program for Educational Diagnosticians is a professional educator preparation program composed of preservice coursework, hired internship (as an Educational Diagnostician Intern) or Field Based Practicum Candidate in a TEA approved public/charter/private school, and ongoing professional development. The hired internship or field-based practicum experience component must be initiated within three years of acceptance.Professional ConductProfessional conduct is an expectation for all Region 10 CERT Program candidates at all times. This includes conduct during coursework sessions as well as in a school setting. Continued participation in the Region 10 CERT Program is contingent upon maintaining professional conduct.Region Facilitator Contacts There are several means of communication available. If there is a concern, please ask for assistance. The Region 10 CERT Program staff is here for support. Please schedule time to talk with the staff before or after coursework sessions, not during that time. Office hours are 7:30–4:00, Monday through Thursday and 7:30- 2:30 on Friday. To foster effective communication, maintain up-to-date personal contact information (e-mail, phone, address, change of name) so that information reaches you.Barb Keefer, M.A.Program CoordinatorBarb.keefer@972.348.1478Camela WalkerAdministrative AssistantCamela.walker@972.348.1706Lauren PeetRegion 1, 5 Facilitatorlpeet@409.951.1783Jennifer Curfew/Patricia WeismanFrisco ISD Facilitatorcurfewj@weismanp@469.633.6900 Mikki Perry, LSSPRegion 8 Facilitatormperry@ 903.575.2617Stefanie Cassels, M.EdRegion 11 Facilitatorscassels@817.740.7569Janeia Vorderkunz, M.Ed., RPED #1950Region 12 Facilitatorjvorderkunz@254-297-1282 ?Amy Fanetti, Ed.S., NCSPRegion 7, 13, 17 FacilitatorAmy.fanetti@esc13.254.314.6155Attendance Policy The program faculty recognizes that candidates may encounter circumstances that result in having to miss class (es). However, some circumstances constitute valid reasons for missing class, whereas others do not. For example, personal illness or injury, or a legitimate family emergency (e.g., death, major accident or illness), are valid reasons for missing class. Conversely, having to work or engaging in any form of leisure activity are not legitimate reasons. In general, candidates are expected to attend all scheduled classes, unless significant extenuating circumstances exist that preclude them from doing so. Under such circumstances, the candidate must inform the Region facilitator and complete the Absence Form (Appendix D) to be excused from program-related responsibilities. Without significant extenuating circumstances, only six hours of absences are allowed during LIVE coursework. Excessive tardiness results in an absence being issued for the entire session. Tardiness includes the beginning of a session and returning late from breaks and/or lunch. Candidates are required to make up any absences by submitting all assignments/products as scheduled. Failure to do so will result in lack of credit for the session. ZOOM sessions are recorded so that assignments can be completed.Financial Obligations Candidates are not eligible for coursework, test approval, or internships, until fees are paid or a financial agreement is established. Failure to make payments by due dates is a violation of the Region 10 CERT Program Agreement (Appendix A) and may result in program probation and/or dismissal. Certificates are not approved until all fees are paid. ALL FEES ARE NON-REFUNDABLE.Application $25 Acceptance Fee/Online and Face-to- Face Coursework/ TEA Technology $2100(Payable in Increments) Acceptance Fee/TEA Technology $700 2nd Payment $700 3rd Payment $700 Internship/Field-Based Practicum $4000(Payable in $400 increments, via payroll deducted) Textbooks Variable TExES Exam Fee (additional fees may apply) $116Probationary Certification (needed for internship but not practicum) $78TEA Standard Certification $78 *Fees subject to change without notice Dress Code Dress during coursework sessions is casual, but respectful. It is expected for candidates to dress professionally and adhere to school/district dress codes during internship or practicum experience. Be sure to inquire about expectations for appropriate attire upon accepting an internship or practicum experience. Food/BeveragesCandidates may bring food and drinks into the rooms during coursework, provided they do not interfere with the learning process and/or participation.Children and Non-Program CandidatesNo children or guests are permitted to attend during LIVE coursework sessions.Social Media and Electronic Communication The Region 10 CERT Program for Educational Diagnosticians does not have the authority to limit candidates’ use of social media (e.g., Facebook, Twitter, Instagram, Snapchat) or other forms of electronic communication (e.g., email, texting, Skype, FaceTime) for personal use. However, candidates are strongly encouraged to exercise good judgment when posting content onto social media or exchanging information electronically, and should also be careful to monitor all content posted by their friends in which their name and/or likeness is included. Content posted to social media can reflect negatively upon the candidate as well as the program. As part of screening processes for field-based placements and full-time employment, school partners and employers routinely conduct reviews of potential employees’ social media accounts, and in some instances employment decisions can hinge upon what they see. Please think before posting! Candidates enrolled in the Region 10 CERT Program for Educational Diagnosticians should NEVER, under any circumstances, relay via social media or other form of electronic communication any complaints, criticisms, or other negatively connoted messages about the program, a faculty member, another candidate, his/her field-based placement, his/her field-based supervisor, his/her mentor, or any other individual affiliated with the program. Similarly, candidates are strictly prohibited from posting onto social media or electronically exchanging ANY information about clients/children/youth that they work or interact with. Lastly, candidates must refrain from using social media/electronic platforms to gossip or confabulate information related to clients/children/youth, other candidates within the program, or any faculty/staff. Violations of these expectations may result in disciplinary action, which can include suspension, loss of privileges, or termination from the program.Remote SitesParticipation in the Region 10 CERT Program for Educational Diagnosticians has been extended to other regions around the state. As such, out of region facilitators are considered the primary contact for out of region candidates. Region 10 will broadcast live, their face- to- face sessions, via ZOOM. Out of region candidates are expected to attend these sessions at their regional education service center campus, as much as possible. If candidates are unable to physically attend sessions at their designated regional service center, candidates may attend live ZOOM sessions from home. Those participating in live ZOOM sessions from home should notify their region facilitator prior to each session. It is recommended that candidates participate in live ZOOM sessions at their designated service center as much as possible, as this format allows for candidates to connect with their peers, as well as gain immediate feedback from their region facilitators. TEXAS ADMINISTRATIVE CODE (TAC) REQUIREMENTS FOR EDUCATOR PREPARATION PROGRAMS Per §228.30, Educator Preparation Curriculum will be as follows: The educator standards adopted by the State Board for Educator Certification (SBEC) shall be the curricular basis for all educator preparation and, for each certificate, address the relevant Texas Essential Knowledge and Skills (TEKS). ** No TEKS are directly related to educational diagnosticians; however, educational diagnosticians should be aware of them. **The curriculum for each educator preparation program shall rely on scientifically-based research to ensure educator effectiveness. The following subject matter shall be included in the curriculum for candidates seeking initial certification in any certification class: The code of ethics and standard practices for Texas educators, pursuant to Chapter 24 of this title (relating to Educators' Code of Ethics) which include: professional ethical conduct, practices, and performance; ethical conduct toward professional colleagues; and ethical conduct toward candidates; instruction in detection and education of candidates with dyslexia, as indicated in the Texas Education Code (TEC), §21.044(b);instruction regarding mental health, substance abuse, and youth suicide, as indicated in the TEC, §21.044(c-1); the skills that educators are required to possess, the responsibilities that educators are required to accept, and the high expectations for candidates in this state; the importance of building strong classroom management skills; and the framework in this state for teacher and principal evaluationappropriate relationships, boundaries, and communications between educators and studentAdditional subject matter shall be included in the curriculum for candidates seeking initial certification as an Educational Diagnostician:Characteristics and strategies for students with disabilities Human Growth and DevelopmentFundamentals of Assessment including Statistics and Special Education ProcessesTraining in Norm Reference Assessments: Achievement and Cognitive and Informal Assessments and Report WritingFoundations of Academic Behavior and Social Intervention and Assessment Training in Ethics, Professional Practices and Legal ResponsibilitiesIn addition to the course requirements outlined above, candidates must also be aware of and adhere to the policies and procedures presented below, as well as those established by the Region 10 CERT Program and TEA. For a more detailed explanation of the TAC Requirements and Region 10 CERTification Program policies to which candidates are bound, please refer to the TEA website and Non-Teacher CERTification Handbook for more detail. TAC 228.30: CERT Handbook: TAC STANDARDS FOR EDUCATIONAL DIAGNOSTICIANS The Region 10 CERTification Program for Educational Diagnosticians can be viewed in terms of the expected knowledge, skills, and competencies that candidates acquire. At its core, the program is committed to developing candidates into professionals who are effective, competent and ethically grounded. With this intent, candidates in the Region 10 CERT Program for Educational Diagnosticians are trained to render a range of services and assume multiple professional roles with the intent of making positive contributions that support as well as promote the wellbeing of the individuals and institutions they serve. Although the competencies in the Region 10 CERT Program for Educational Diagnosticians are much greater than such listing can convey, while completing this program, candidates are expected to acquire knowledge and skills to become functionally competent with respect to each of the following: Standard I: The Educational Diagnostician understands and applies knowledge of the purpose, philosophy, and legal foundations of evaluation and special education. Standard II: The Educational Diagnostician understands and applies knowledge of ethical and professional practices, roles and responsibilities. Standard III. The Educational Diagnostician develops collaborative relationships with families, educators, the school, the community, outside agencies, and related service personnel.Standard IV. The Educational Diagnostician understands and applies knowledge of student assessment and evaluation, program planning, and instructional decision making.Standard V. The Educational Diagnostician knows eligibility criteria and procedures for identifying candidates with disabilities and determining the presence of an Educational need.Standard VI. The Educational Diagnostician selects, administers, and interprets appropriate formal andinformal assessments and evaluations.Standard VII. The Educational Diagnostician understands and applies knowledge of ethnic, linguistic, cultural, and socioeconomic diversity and the significance of student diversity for evaluation, planning, and instruction.Standard VIII. The Educational Diagnostician knows and demonstrates skills necessary for scheduling, time management, and organization.Standard IX. The Educational Diagnostician addresses candidates' behavioral and social interaction skills through appropriate assessment, evaluation, planning, and instructional strategies.Standard X. The Educational Diagnostician knows and understands appropriate curricula and instructional strategies for individuals with disabilities.FORMAT AND STRUCTURE Program At- A- Glance The Region 10 CERT Program for Educational Diagnosticians coursework, aligned to the state standards, is delivered face-to-face and online. Due to the COVID-19 pandemic, all coursework will be delivered virtually until further notice. Attendance for live sessions will be taken through ZOOM chat. All assignments are graded using a rubric. All assignments must achieve at least 80% or better in order to be considered as passing. This rule also applies to all protocol assignments, assessment administrations, and reports. Online PlatformsMoodle/Online Learning: Moodle is the online platform for which all online instructional material for both the FOME and Introduction to Norm-Referenced Assessment is housed. Candidates are expected to check Moodle regularly in order to ensure the acquisition of the most recent versions of materials. FOME assignments are required to be uploaded in to Moodle. Candidates will be given access to coursework material on Moodle after Region 10 CERT Program has received the acceptance fee. A Region 10 CERT Program staff member will contact candidates with details for accessing Moodle/Online Learning. . Virtual Instruction (ZOOM): ZOOM is a secure virtual communications system which allows for video and audio conferencing, collaboration, chat, and webinar across a variety of mobile devices and room systems. For those candidates in Region 10, all coursework for Introduction to Norm Referenced Assessment will be face-to-face. Additionally, all face-to-face session are broadcast, in real time, via ZOOM, to the remote sites around the state. Sessions are also recorded and posted in the candidate google drive for future review. Given the conditions under which content is provided, all presentations are tailored to support the instructional needs of candidates attending in-person, as well as virtually. All sessions will be broadcast using a specific ZOOM meeting ID that will be sent to all region facilitators before face-to- face sessions begin. Candidates do not need a ZOOM account to attend ZOOM sessions. Candidates may join sessions by inputting the meeting ID and clicking JOIN on the ZOOM website, which can be found at Drive: To support efficiency and ease for our remote sites, a google drive was developed for all candidates. In the Google drive, there are supplemental documents and information that will assist in the completion of the Introduction to Norm Referenced Assessment coursework and summer session coursework. In addition to this, out of region candidates are able to upload their assignments to the drive when they are unable to turn assignments in during face-to-face sessions. REQUIRED TEXTBOOKS-82552675900Title: Assessment of Children: Cognitive Foundations and Applications, 6th EditionAuthor(s): Jerome M. SattlerISBN: 9780986149931Title: Essentials of Planning, Selecting, and Tailoring Interventions for Unique LearnersAuthor(s): Mascolo, J.T., Alfonso, V.C., & Flanagan, D.P.ISBN: 1118368215-18163842200Title: Woodcock Johnson IV: Reports, Recommendations and StrategiesAuthor(s): Lynne E. Jaffe & Nancy Mather ISBN: 978-1118860748?17056-4590800P(Optional Purchase)Title: Essentials of Cross-Battery Assessment, 3rd Edition Author(s): Flanagan, D., Ortiz, S.O., & Alfonso, V.C. ISBN: 978-0-470-62195-0TEST KITS AND PROTOCOLSCandidates are expected to obtain test kits from their district. All protocols used for assessment administrations will be provided by the Region 10 CERT Program for Educational Diagnosticians. All work should be checked very carefully as a $5 fee will be charged for protocols that have to be redone for too many errors.For those in Region 10, the service center has a few kits to loan, but all persons without required test kits will need to share. Only one test kit may be loaned at a time. For those out of region, please check with your region facilitator to see if the service center has test kits available for loan. Online versions of assessments are not considered equal to physical test kits. Therefore, if an assessment is only available within your district, via online format, the candidate must obtain access to a physical test kit and administer it to fulfill program requirements. CURRICULUM PHASESPhase One: Fundamentals of Measurement and Evaluation (FOME)AcceptanceOnce Region 10 has received the acceptance fee payment, candidates are given access to the online course in Moodle. Candidates are required to complete a digital resource quiz prior to starting the FOME course. Fundamentals of Measurement and Evaluation (FOME) The FOME course is a self-paced online instruction aligned to the TAC Standards for Educational Diagnosticians, specifically TAC Standards 1, 2, 3, 4, 5, 6, and 9. FOME is comprised of 8 modules. Each module includes a PowerPoint presentation, reading assignments, review questions, activities/projects, and forum discussions. Candidates will be notified after passing this course with at least a score of 80%. Out of region facilitators will be notified when their candidates have passed the FOME course. Phase 1 Benchmark Requirements:All pre-requisites for program acceptance met, to include Special Education CertificationSuccessful completion of FOME with overall 80% Dyslexia Training completeDigital Resource Quiz complete Suicide Training complete Phase Two: Introduction to Norm- Referenced AssessmentThis is a face- to- face training and blended course designed to provide multifaceted instruction in administration of norm-referenced assessments and data analysis. It is taught by instructors located in Region 10. Candidates within Region 10 are most often in attendance at the Region 10 facility. Candidates in other regions are encouraged to participate face-to- face at their regional education service center while instruction is provided virtually, via ZOOM. For this component of the Region 10 CERT Program for Educational Diagnosticians, candidates are separated into simultaneously occurring cohorts (Cohort A and Cohort B). Cohort A begins in September 2020, and Cohort B begins in November 2020. Both cohorts will follow the same summer 2021 schedule. During live teaching sessions, candidates will learn how to properly administer various norm-reference assessments, as well as score and analyze their data. Candidates will be asked to administer assessments to students and will be graded on their administrations, protocol completions and written reports. The summer sessions comprise of full day sessions spanning over a month. In these sessions, candidates will further their competency in the legal framework, assessment administration, report writing and student behavior. At the end of this course, candidates are expected to take the TExES examination for Educational Diagnostician Certification. In passing this exam, candidates will be considered probationally certified and eligible to apply for an Educational Diagnostician Internship. Candidates do not have to be probationally certified to complete a Field-Based Practicum Experience. Phase 2 Benchmark Requirements:Pass all protocol, assessment administration, and report writing assignments 75% or higher on practice certification examination 80% or higher on all quizzes Phase Three: Educational Diagnostician Internship or Field-Based Practicum ExperienceOption 1: Educational Diagnostician Internship is for individuals enrolled in the Region 10 CERT Program for Educational Diagnosticians, who have completed the pre-service course work, passed TExES exam for Educational Diagnosticians (Test Code 153), have obtained (or in the process of obtaining) a probationary certification, and are hired by a local education agency (LEA) to fill a position as an Educational Diagnostician. OROption 2: Field-Based Practicum Experience is for individuals enrolled in the Region 10 CERT Program for Educational Diagnosticians who have completed the pre-service course work and passed the TExES exam for Educational Diagnosticians (Test Code 153). These individuals are required to complete 200 hours of field-based practicum experience while remaining in their current position within their LEA. Phase 3 Benchmark Requirements: Candidates are hired by a TEA approved district as an intern or practicum candidate Mental Health First Aid completed Professional Development hours met, to include at least 2 hours of legal updates Portfolio submitted and reviewed by the Program Coordinator Pass Summative Evaluation PROPOSED PROGRAM SEQUENCEThe table below represents the standard program sequence for completion of this program. The Region 10 CERT Program for Educational Diagnostician is composed of pre-service of coursework and a full academic year of field-based experience, culminating in conferral of a Certification as an Educational Diagnostician. Unless significant extenuating circumstances exist, candidates are expected to engage in full-time study and should adhere as closely as possible to the course sequence presented below.August 2019-July 2020:Region 10 CERT Program acceptance June 2020- September 2020:FOME Coursework September 2020- May 2021:Introduction to Norm Referenced Assessment Pt 1 Fall/Spring April 2021-July 2021: TExES Examination and Probationary CertificateJune 2021- July 2021: Introduction to Norm Referenced Assessment Pt 2 Summer May 2021- August 2021: Internship or Field-Based Practicum confirmationAugust 2021-June 2022: Completion of Internship or Field-Based Practicum ExperiencePROGRAM REQUIREMENTS AND DESCRIPTIONS Fundamentals of Measurement and Evaluation (FOME) Coursework There are a total of 8 modules. At the end of each module, candidates are asked to complete a quiz. Quizzes are based on review questions presented throughout the presentation. After every three modules, candidates are given a Review Test. Upon completion of all eight modules, candidates will take a Final Exam. The Final Exam encompasses information from all eight modules. Candidates are also required to create various artifacts in some of the modules. Artifact details are described below. Additionally, candidates are also required to participate in online forums. All quiz and test scores, completed artifacts, and forum participation factor in to the candidates’ cumulative FOME course grade. Candidates are required to make an overall score of 80% for the class in order to continue in the program. Candidates are encouraged to repeat quizzes and tests which 80% was not achieved. This component of the program is encouraged to be passed by the start of the Introduction to Norm Referenced Assessment coursework. (See Appendix F for FOME Coursework Rubric) MODULE 1: What is Assessment/Evaluation? Candidates will obtain knowledge of and demonstrate mastery through a quiz on: assessment vs. evaluation; standardization; pillars of assessment; formal vs. informal assessments; criterion vs. norm referenced assessments; the ten steps of the referral process; and service provider collaboration in assessment. MODULE 2: Psychometrics and Descriptive Statistics: Candidates will obtain knowledge of and demonstrate mastery through a quiz and forum discussion on: Statistics and the benefits and problems; raw scores, measures of central tendency: mean median and mode; measures of dispersion: range, variance, standard deviation; using the normal curve and manipulating data; norms and norm sampling; standard scores and percentile ranks.MODULE 3: Interpretation of Test Scores: Candidates will use information gained from the previous modules to compose a letter to parents which explains statistical jargon and testing results in an understandable and user-friendly language. For this assessment, candidates will use sample case data to interpret, explain, and provide recommendations to the parent. Review Test 1 (Modules 1-3) will be completed during this module.MODULE 4: Assessment in the Schools: Candidates will obtain knowledge of and demonstrate mastery through a quiz and forum discussion on: statistical significance; reliability and validity; correlation and correlation coefficients; types of reliability; regression analysis; standard error of measurement; confidence intervals; types of reliability; and Educational Diagnostician responsibility regarding reliability and validity. MODULE 5A: Special Education Process/Disabilities/Legal Issues: Candidates will obtain knowledge of and demonstrate mastery through a quiz on: the history of special education legislation; the screening and pre-referral process through RTI; the referral and complete special education process with timelines; Disability Categories and Eligibility Guidelines for Each; Components of the IEP; PLAAFPS; Related Services; Assistive Technology; and the Continuum of Services.Assignment 1: RTI/Special Education Flow Chart: Candidates will create a flowchart which outlines the complete framework of the intervention, referral and special education process. Assignment 2: Procedural Safeguards Brochure: Candidates will target key components of the Special Education procedural safeguards and create a brochure explaining these elements in parent-friendly language.Assignment 3: ARD Process Quick Guide: Candidates will review the ARD Process Guide, identify the top 10 most important pieces of information parents need to know about Texas special education process. In the quick guide, candidates will explain the relevance and importance to parents in knowing this information. MODULE 5B: Dyslexia Identification and Suicide Prevention: Candidates will develop competency in other areas of student concern, specifically dyslexia and suicide prevention. In this module, candidates are expected to complete a dyslexia identification training and a suicide prevention training through Region 10’s professional learning site. Upon completion of the trainings, candidates will upload their certificate of completion to the Moodle site. Pleases see Moodle for more information about accessing these trainings. MODULE 6: Evaluations in the Schools: Candidates will obtain knowledge of and demonstrate mastery through a quiz, forum discussion, and interview style comprehension questions on: the role of an Educational Diagnostician; eligibility determination for students with a Specific Learning Disability (SLD) or Intellectual Disability (ID); commonly used norm-referenced assessments; Does Not Qualify (DNQ) Steps; best practices for Educational Diagnosticians; foundational cognitive theories; and data management and interpretation. Review Test 2 (Modules 4-6) will be completed at the end of this module. Assignment 1: Interview Questions: Candidates will provide written responses to common interview questions regarding knowledge of cognitive theory and special education eligibility determination. MODULE 7A: Behavioral Assessment and Intervention: Educational Diagnosticians often find that students who have been referred to them experience both academic and behavioral deficits. When these behaviors negatively impact students learning, a Functional Behavioral Assessment (FBA) is often requested. In this module, candidates will develop knowledge of foundational principles of behavior and behavioral analysis. In addition to the quiz completion, candidates will also complete the following activities to demonstrate competency for this module: Assignment 1: Hypothesis Generation: Candidates will read scenarios to develop a hypothesized function for students’ behaviors. Assignment 2: Functional Behavioral Assessment: Using case data, candidates will complete a Functional Behavioral Assessment. MODULE 7B: Behavior Interventions: Candidates will develop knowledge on developing behavioral interventions based on FBA results. In the second part of this module, candidates will review the PowerPoint and then write interventions for the scenarios hypothesized in Assignment. Candidates will also be required to complete the module quiz.Assignment 3: Behavior Intervention Recommendation: Using the hypothesized functions of behavior defined in Assignment 1, candidates will develop behavior interventions to support behavior change. MODULE 8: Academic Interventions: Candidates will develop competency in examining student needs and making recommendations for academic intervention through a PowerPoint presentation and book study. Candidates will demonstrate this competency by examining academic scenarios and providing academic recommendations. Assignment 1: Academic Intervention Recommendations: Complete the book study for Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners by Jennifer Mascalo and upload the certificate. Assignment 2: Academic Intervention Recommendations: Based on case data, candidates will recommend research based academic interventions that are designed to meet the academic need FOME Final Exam: Upon completion of all eight FOME modules, candidates will take a multiple-choice final exam which encompasses information covered in each module. Introduction to Norm Referenced Assessment Coursework This course is an introduction to the administration, scoring, and interpretation of measures of intelligence, achievement, adaptive behavior and preschool assessment. Each candidate must demonstrate proficiency with these instruments with emphasis on integrating information from all sources (i.e., problem analysis) into information utilized in intervention planning within the problem-solving model. Assessment InstrumentsCandidates will learn to administer and interpret: Kaufman Test of Educational Achievement, Third Edition (KTEA-3) Wechsler Individual Achievement Tests, Third Edition (WIAT-III) Woodcock Johnson Test of Achievement, Fourth Edition (WJ-IV ACH) Woodcock Johnson Test of Oral Language, Fourth Edition (WJ-IV OL) Woodcock Johnson Test of Cognitive Abilities, Fourth Edition (WJ-IV COG) Wechsler Intellectual Scale for Children, Fifth Edition (WISC-V) Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV) Kaufman Assessment Battery for Children, Second Edition (KABC-II NU) Differential Abilities Scales, Second Edition (DAS-II) Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2) Gray Oral Reading Tests, Fifth Edition (GORT-5)LIVE Course Instruction (face-to-face or ZOOM remote sites): Candidates are expected to attend and participate in all LIVE Course Instruction unless given permission to miss class by a Regional Facilitator. Candidates are required to sign-in on an attendance sheet at the start of each class. Out of Region Facilitators are expected to send attendance sheets to Barb Keefer and Camela Walker once candidates have signed in. Unless circumstances prohibit, candidates are expected to inform their Regional Facilitator, as well as complete the Region 10 CERT Program Absence Form (Appendix C), prior to the absence. Candidates are expected to make-up any missed information or assignments by the end of the course in order to receive course credit. **Until further notice, all introduction to norm-referenced assessment instruction will be conducted via zoom. No in-person instruction will take place. However, attendance polices still apply. **Manual Assignments: Candidates are expected to complete a series of cloze passage and short answer assignments which outline essential information about specific assessment instruments detailed in each assessment’s technical manual. These assignments serve as an introduction into assessment instruction; therefore, are expected to be completed and turned in for grading at the start of each new assessment instrument. Candidates must receive a score of 80% in order to pass this assignment. Assessment Administrations: Candidates are required to learn how to properly administer and interpret the above listed norm-referenced assessments. Each candidate must have access to test kits through their district or region service center, if available. Candidates are required to read assessment manuals, become comfortable with assessment materials, and follow standardization procedures when administering an assessment. Candidates are required to gain parental permission for all test subjects (Appendix L). Candidates will submit the protocols from their administrations for grading. Candidates will also be observed administering parts of cognitive assessments by their Regional Facilitators. Protocols and mock administrations will be graded using a rubric (Appendixes G-K) Protocol Reviews: As they are instructed on an assessment, candidates are expected to administer each assessment to practice students at least four times, with the exception of the KABC-II NU and DAS-II. These assessments will be taught during the summer session and candidates will be required to observe and score an administration of the assessments. For all other assessments (e.g. KTEA-III, WISC-V, WJ-IV ACH, and WJ-IV COG) at the start of each assessment cycle, candidates will be given four protocols to use in their administrations. Candidates are expected to complete one protocol and review it individually with their Regional Facilitator. The remaining three protocols are to be used during testing administrations and submitted for grading by a designated date. Candidates who make more than 3 errors on 2 out of the 3 graded protocols are required to repeat an administration and submit an additional protocol for grading. Mock Administrations: In addition to administering assessments to students, candidates will also be required to administer subtests from the WJ-IV COG and WISC-V to the Regional Facilitator for feedback. If the Regional Facilitator feels that the candidate may benefit from a repeat administration, the candidate will be required to complete a repeated mock administration before the end of the Fall or Spring semester. Written Reports: As candidates develop assessment competency, they will be asked to analyze assessment findings and document those impressions in written reports. Assessment reports will become progressively more complex as candidates learn to integrate multiple data sources into one single report. Candidates will be required to write: 3 WISC-V Reports: These reports will be based on outcomes from candidates’ WISC-V administrations. Only data from the WISC-V will be analyzed in these reports.1 WJ-IV COG/ACH Case Study Report: Candidates will be given case data from the presenter to complete a report which integrates both cognitive and achievement data results. Using these data, candidates will make recommendations for services and supports. 1 Full and Individual Evaluation (Intellectual Disability): Candidates will use case data to write a complete FIE determining eligibility for an Intellectual Disability. This report will be written, in class, with presenter support and guidance. 1 Full and Individual Evaluation (Specific Learning Disability): Candidates will use case data to write a complete FIE determining eligibility for a Specific Learning Disability. Candidates will be required to independently integrate and analyze data into a comprehensive evaluation report. Candidates will submit their reports to their region facilitators by their assigned due dates. Region facilitators will meet with candidates individually to discuss report strengths and weaknesses. A rubric will be used to examine report quality. Reports that do not meet rubric expectations may require revisions.TExES Examination for Educational Diagnostician Certification In order to be considered eligible for a probationary certificate and/or standard certificate, candidates must take and pass the TExES exam for Educational Diagnosticians (Test Code 153). This is a computer- administered test (CAT) will 100 selected response questions. Candidates have 5 hours to complete the assessment. Candidates must make their own test appointments, which are available at a first-come, first- served basis. Candidates are required to earn a score of at least 240 to pass this examination. Candidates must pass the examination within 4 attempts. Before candidates are permitted to sit for the exam, they must complete the following: Retake and pass the FOME Final Exam with at least 80% Attend a face-to-face or LIVE virtual exam review sessionTake the TExES Program Preparation Manual review test (located in the pdf document on Moodle) Complete the Selected Response Questions on the tx. website by clicking Prepare, TExES educational diagnostician 153, and then Selected Response Questions.Send scores from the TExES practice tests to Barb Keefer, then you will be permitted to sit for the certification exam. Educational Diagnostician Internship or Field Based Practicum Experience The educational diagnostician internship and field-based practicum experience is required for candidates so that they may develop experience and competency of the Educational Diagnostician profession. Candidates are required to complete two full semesters in either their internship or practicum experience. Throughout this time, candidates are provided a mentor (Appendix P) and field supervision (Appendix O). Candidates are expected to engage in as many responsibilities of an Educational Diagnostician as possible. Candidates must also complete the following items/activities: Log at least 200 hours of internship/field-based practicum experience Video record at least three activities relevant to the responsibilities of an Educational Diagnostician, such as an assessment administration, ARD facilitation, and/or teacher consultation, to share and discuss with your Region 10 Field Supervisor. NOTE: Videos must adhere to rules for confidentiality (See Appendix E for Confidentiality Statement) Participate in three 1-hour virtual meetings with a Region 10 Field Supervisor (Barb Keefer). During these meetings, the Educational Diagnostician Intern will debrief about video activities. Obtain at least 10 hours of professional development relevant to responsibilities of an Educational Diagnostician. 2 hours must be legal updates Create and submit a digital portfolio For those hired as an Educational Diagnostician Intern, the candidate will have to provide the hiring district a Statement of Eligibility to complete and return to Region 10. (See Appendix M for Statement of Eligibility) For those participating in a Field-Based Practicum experience, the candidate’s and supervising parties must sign a Field-Based Practicum agreement permitting the candidate to engage in Educational Diagnostician activities while remaining in their current educator role. (See Appendix N for Field Based Practicum Agreement). Internship and Field-Based Practicum Log: The various field-based experiences enmeshed into the Region 10 CERT Program for Educational Diagnosticians provide the candidate with a realistic perspective of the field. Specifically, these experiences afford the intern or practicum candidate with an integrating experience for knowledge and skills acquired in the classroom, with situations that maximize self-evaluation and self-direction, and provide Program supervisors with feedback on student progress and development. Region 10 CERT Program for Educational Diagnosticians acknowledges the importance of close supervision in field-based experience as a means of maximizing intern and practicum candidate training and preventing inadvertent harm to subjects with whom the intern or practicum candidate might interact during any applied experience. Toward this end, internships and field-based practicum experience are closely supervised by the Region 10 Field Based Supervisor, in conjunction with campus supervisors and mentors. Both interns and field-based practicum candidates must accrue a minimum of 200 clock hours engaging in Educational Diagnostician activities, in accordance with TAC Standards for Educational Diagnosticians. (See Appendix R for a sample Practicum Log) Field-Based Supervision: Throughout the course of the school year, interns and field-based practicum candidates will participate in at least 3 supervision sessions with the Region 10 Field Supervisor. These sessions will be conducted in person or via ZOOM. Prior to supervision, candidates are required to video themselves engaging in specific Educational Diagnostician tasks and submit the recording for feedback from the Field Supervisor. After each supervision, interns and field-based practicum candidates are required to complete a self-reflection. (See Appendix S for the Intern-Practicum Reflection Form and Appendix U for the Field Supervision Observation Report) Portfolio Documentation: Upon completion the of internship or field-based practicum experience, candidates are expected to develop of portfolio resource that they can realistically utilize in their new profession. Within the portfolio, candidates are expected to include information about the following categories with information about: (1) ARDs, (2) Assessment, (3) Communication (4) Community Resources, (5) Organization, and (6) Professional Growth. (See Appendix T for the Portfolio Documentation Form) Professional Development: Candidates are expected to participate in at least 10 hours of professional development throughout the course of their internship or practicum experience. Professional development may include any training or learning that is related to the roles and responsibilities held by an Educational Diagnostician. Candidates are expected to maintain documentation of participation in professional development. At least 2 professional development hours must include legal updates. Supplemental Requirements Digital Pre-Assessment: Once accepted into the program for Educational Diagnosticians, candidates are expected to take and take an Online Course Readiness Quiz and pass Digital Pre-Assessment prior to beginning the FOME course, to ensure the program meets the needs of all online learners while following TEA guidelines. The pre-assessment examines digital literacy, digital fluency, technology skill sets and technical competencies. Mental Health First Aid: Candidates are required to complete a 6-hour Mental Health First Aid course, at some point, throughout their participation in the program. Often this course is provided by school districts. However, candidates may also access this training through alternative means, if approved by the Region 10 Coordinator. Candidates may be required to pay a fee for this course. Once complete, candidates must upload their certificate of completion to Moodle and notify Region 10 staff. COMMITMENTS AND CONTRACTSCommitments to Districts/SchoolsWhen seeking information about a salaried position as an Educational Diagnostician Intern, seek as much information as possible about the school setting, expectations, and responsibilities during the interview process. Apply to a variety of schools before planning to accept a job for an internship. Once a decision is made, a verbal commitment given, and/or a letter of intent to hire/contract is signed, that commitment is final. Candidates who later renege on commitments made to schools will be reviewed for dismissal from the Region 10 CERT Program.Contracts with Districts/SchoolsWhen accepting a salaried position as an Educational Diagnostician Intern or completing a field-based practicum experience while maintaining your current position within your district, candidates are entering into a contractual agreement with the district/schools. Contract renewals are executed according to local school district/charter /private school board policies. Enrollment in the Region 10 CERT Program provides no guarantee of contract extensions. All contract decisions are strictly between the intern/practicum candidate and the employer. An intern/practicum candidate must have two consecutive successful semesters of internship or field-based practicum experience with the same employer in the same assignment to be recommended for a Texas Standard Educational Diagnostician Certificate.INTERNSHIP OR FIELD-BASED PRACTICUM EXTENSIONSOccasionally, an intern or field-based practicum candidate needs additional experience and coursework to further develop the necessary skills to be consistently effective with the roles and responsibilities of a beginning Educational Diagnostician. When Region 10 CERT Program professional staff and the district administrator recommend a second year of internship, with approval from the CERT Program Advisory Board, an intern or practicum candidate may continue the process of seeking certification. An intern or field-based practicum candidate may receive an extension on the probationary certificate for a maximum of one additional year (total of 2 years maximum). Additional fees apply. Reasons for an extension include, but are not limited to: additional time to gain the requisite knowledge and skills to be a proficient diagnostician and an outstanding fee balance.PROBATIONAn Educational Diagnostician Intern and/or Field-Based Practicum Candidate can be placed on probation when a district deems remediation or intervention is needed. The Region 10 Field-Based Supervisor should be included in the development of an Action Plan. Region 10 CERT program will provide support as needed and the Region 10 Field Based Supervisor will attend all follow-up meetings.CERTIFICATIONProbationary Certificate A probationary certificate is issued to a candidate, at the time an internship is initiated and is required in order to hold salaried position as an Educational Diagnostician Intern. Once issued, the Probationary Certificate expires 12 months from the effective date and is contingent upon the provision of a support system for the individual with involvement from the school district and the Educator Preparation Program (EPP). The TExES must be passed before a Probationary Certificate can be issued. Once the candidate completes the requirements to earn a Standard Certificate, a Probationary Certificate is no longer needed. Those completing a field-based practicum experience are not required to hold a probationary certificate prior to starting the field-based practicum hours. Standard CertificateA standard certificate is issued to a candidate who has successfully completed the Region 10 CERT Program for Educational Diagnosticians coursework, fulfilled requirements of the internship or field-based practicum experience, and passed the TExES examination for Educational Diagnosticians. STAKEHOLDER GLOSSARY Instructor: A content instructor is an individual who provides face-to-face instruction to candidates located in Region 10. Their instruction is livestreamed to the participating remote sites for the Introduction of Norm Referenced Assessment coursework (Fall/Spring and Summer sessions). Instructors set assignment expectations and provide handouts and slides to candidates prior to their instruction. Region Facilitators: The region facilitators are out of region service center employees who have been designated to support candidates participating in the Region 10 CERT Program for Educational Diagnosticians outside of Region 10. Region facilitators provide a physical location for candidates to receive virtual instruction, as well as provide supplemental support to ensure a successful virtual learning experience. Region facilitators are also responsible for grading and providing feedback on assignments to candidates. Supervising Administrator: The supervising administrator is the special education director, assessment supervisor, coordinator, or another administrator in the district where the intern or field-based practicum candidate is assigned. The administrator provides district level supervision and support. The supervising administrator completes fall and spring mid-semester assessments, a preliminary intern evaluation, a district recommendation regarding certification, and a campus/district summative evaluation.Educational Diagnostician Mentor: Each district must assign the intern or field-based practicum candidate a mentor to support the individual throughout the academic year. In order to be a mentor, the individual must be a Certified Educational Diagnostician with at least three years of experience and must complete the Region 10 CERT Program mentor training. A mentor provides ongoing support, completes observations, followed by feedback discussions, and is a general school/district resource person. (Appendix P for Mentor Agreement)Region 10 CERT Field Supervisor: The Region 10 CERT Field supervisor is an individual who oversees all interns and field-based practicum candidates. The field supervisor will meet with individual interns and field-based practicum candidates throughout the academic year to support skill development. The field supervisor will complete observations, engage in feedback discussions, completes mid-semester and final assessments. Educational Diagnostician Intern: An Educational Diagnostician Intern is hired as a salaried position within a district as an Educational Diagnostician. Field-Based Practicum Candidate: A Field-Based Practicum Candidate is an individual who remains in his/her current educator position while completing at least 200 hours of field-based practicum experience. APPENDIXES14224031813500Appendix Aright286247APPENDIX B APPENDIX C left1769920Appendix DAppendix EAppendix FAppendix G Appendix HAppendix IAppendix JAppendix KAppendix L028638500Appendix M00Appendix N FIELD- BASED PRACTICUM AGREEMENTTo obtain standard certification as an Educational Diagnostician, using the Field-Based Practicum option, candidates must adhere to the following:Obtain permission from the Director of Special Education and other appropriate LEA representatives to complete a practicum while remaining in my current position within my school district. Be assigned, by the district/charter, a mentor, who is a certified educational diagnostician with at least three years’ experience. (See below for Mentor Requirements) Document at least 200 field-based practicum hours over the course of the academic school year, to include, but are not restricted to the following activities:Observing all duties of assessment personnelAcquiring or observing the acquisition of relevant and necessary information regarding student achievement Contacting districts to acquire appropriate transfer documentation Administering or observing norm-referenced assessments as allowed by the district Participating in/Conducting multidisciplinary team meetings and/or ARDs for student with disabilities as the district allows. Explaining or observing assessment results explained to parents and teachers as the district allows. Preparing and archiving ARD documents as the district allowsObserving or Scoring and analyzing assessment data with the aid of a mentor as the district allowsParticipate in ARDs as allowable and observe the writing of or write 3 FIEs Obtain, at least 10 hours of professional development relevant to Educational Diagnostician roles and responsibilitiesComplete a professional portfolio. Participate in at least three 1-hour virtual meetings with the Region 10 Field Based Supervisor (Barb Keefer)Mentor Requirements: The LEA must assign the candidate a mentor who is an Educational Diagnostician with at least three years’ experience. The mentor will allow candidates to observe and participate in educational diagnostician duties. The mentor must sign the candidate’s field-based practicum log. The mentor will allow the candidate to observe the writing of or to write at least three FIEs as the.Upon completion of the school year, the mentor will complete an email to recommend certification. The mentor will participate in, at least, one 1-hour virtual meeting with a Region 10 supervisor to discuss program expectations. The mentor must complete at least 5 direct observations of the candidate and initial practicum logs to document observations Mentors will be awarded 50 professional development hours by Region 10 ESC for their participation in the CERT Program for Diagnosticians.I understand, that in order to participate in the Region 10 Educational Diagnostician Field-Based Practicum, I must adhere to the requirements stated in the Field-Based Practicum Agreement. I understand that I must obtain consent from my district Special Education Director/Coordinator and the consent of my current supervisor: Principal; Superintendent or any other signature needed by the LEA.___________________________________ __________________________________Signature of Intern/Date Signature of Current Supervisor/ Date Signature of Special Education Director/Coordinator/ DateAppendix OEvidence of “Accomplished Educator Demonstrated by Student Learning” for Site Supervisor/Mentor for Region 10 Educational Diagnostician InternsWe appreciate your continued support of our program by agreeing to hire a Region 10 Diagnostician Intern and for assigning a qualified mentor to assist in this process. According to [19 TAC §228.2(12)] the Region 10 CERTification Program for Educational Diagnosticians is required to have proof that a mentor or site supervisor has at least 3 years of experience in this area, and that they have shown to be an accomplished educator as evidenced by student learning. You can assist us in this process by completing and signing the following document.This is to certify that FORMTEXT ????? is the Site Supervisor/ Mentor for FORMTEXT ????? at FORMTEXT ????? (LEA).I attest that this individual has at least three years of experience as anEducational Diagnostician (Justify here if a diagnostician with three years is not available and give number of years of experience___)I attest that this individual has been an effective member of the assessment team. This site supervisor/mentor is a competent evaluator, performing all duties associated: conducting assessments/ developing FIEs/ making placement and curricular decisions in ARDS/ maintaining legal and professional roles and responsibilities.I attest that by performing all these duties effectively, this individual is an accomplished educator demonstrated by student learning. Signature of Special Education Administrator: FORMTEXT ????? Electronic Signature AcceptableLEA: FORMTEXT ????? Date: FORMTEXT ?????lefttopAppendix PLetter of Agreement for Field Supervisor forEducational DiagnosticiansRegion 10 Education Service Center employs a field supervisor (an irregular part-time employee) to provide support and assistance to Educational Diagnosticians. The field supervisor agrees to represent the CERTification Program and to adhere to the duties and responsibilities required by the Texas Education Agency. Circumstances beyond the Region 10 CERTification Program’s control may prevent fulfillment of this agreement. Such circumstances may include intern/practicum participant’s withdrawal from the Region 10 CERTification Program, reassignment of the intern/practicum participant’s district or personal factors that dictate change.The field supervisor agrees to fulfill all of the following responsibilities:Participate in required professional development and field supervisor meetings.Observe the intern/practicum participant for 45-60 minutes, collect data and provide written feedback to the assigned administrator, mentor and intern/practicum plete a pre, post conference (approximately 15 minutes for each), and provide written feedback on the observation report form. Pre and post conferences do not have to be onsite; they may be completed by email, phone, etc.Submit the intern/practicum observation report (approximately 60 minutes for creation) to Region 10 CERTification Program within 5-10 business days of each observation. The first formal observation must occur within the first six weeks of an internship/practicum. Retain and submit required documentation for each observation. Read receipt or verification that each report was sent to the administrator mentor and intern/practicum participant is required. Communicate regularly with Region 10 staff coordinator regarding intern/practicum participant’s performance.Provide assistance, support, suggestions and recommendations for improvement to the intern/practicum participant throughout the internship/practicum.Provide certification recommendation based on the performance of the intern/Submit Activity Tracker documentation and timesheets for payroll by the last working day of the month.The Region 10 CERTification field supervisor will adhere to all requirements and established timelines.___________________________________________________________________________Region 10 Field Supervisor Date___________________________________________________________________________ Accepted by Region 10 Education Service Center/CERTification Program DateAppendix QAppendix RAppendix SAppendix TAppendix UAppendix VAppendix WAppendix XAppendix Y ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download