`Instructor: AnnePrice
Phone: 216-802-3043
Office: JH 187
Email:
Officehours: Monday-Friday 8:00am-5:00pm
(by appointment) / / ESE 461
Internship 1
Moderate/Internse
Special Education
  1. CourseDescription

University-supervised field placement that provides extended, firsthand experience in working with students who need specially designed instructional programs. Requires four half-days per week for one semester in a state-approved unit serving students with moderate to severe disabilities; includes seminar.

  1. CourseRationaleThis is the required Internship 1 course for the K-12 moderate/severe intervention specialist licensure program.
  1. Texts

Thereisnorequiredtextforthiscourse.

  1. CourseGoalsandObjectives
  2. –IcanidentifytheResidentEducatorLicensureProgram.
  3. –IcanidentifytheSchoolOperatingStandards.
  4. - IcanidentifytheProfessionalDevelopmentStandards.
  5. –IcanidentifytheValue-addedProgressDimension.

1.1 - IcanprovideevidencethatshowsmyknowledgeofhowstudentslearnandofthedevelopmentalcharacteristicsoftheagegroupswithwhichIamworking. (Knowledge)

1.2 - Icanidentifystudent’spriorknowledge,abilitiesandculturalbackgroundandusethisknowledgetomeettheneedsofstudents. (Knowledge,Skills)

1.3 - Icanpreparelessonsthatreflecttheexpectationsthatallstudentswillachievetotheirfullpotential. (Disposition)

1.4 - Icanmodelrespectforstudents’diversecultures,languageskills,andexperiencesthroughthecognitive,socialandEmotionalandphysicalenvironmentIcreate. (Disposition)

1.5 - Icanidentifycharacteristicsofgiftedstudents,studentswithdisabilitiesandatriskstudentsinordertoassistinappropriateinstruction. (Knowledge,Skills)

2.1 - Icandemonstratetheneedforknowledgeofcontentareainordertoplaninstruction. (Knowledge,Skills)

2.2 - Icanarticulatecontent -specificinstructionalstrategiesusedtoreflectivelyteachthecentralconceptsandskillsofthediscipline. (Knowledge,Skills)

2.3 - IcandetermineschoolanddistrictcurriculumprioritiesandtheOhioAcademicContentStandards. (Knowledge)

2.4 - Icanconnectpriorandnewknowledgewithinthedisciplinetoothercontentareas. (Knowledge)

2.5 - Icanconnectcontenttorelevantlifeexperiencesandcareeropportunitiesforstudents. (Skills)

3.1 - Icanidentifyassessmenttypestheirpurposeandthedatatheygenerate. (Knowledge)

3.2 - Icanselectanduseavarietyofdiagnostic,formativeandsummativeassessments. (Skills)

3.3 - Icanwithsupportanalyzedatatomonitorstudentprogressandlearningtoplaninstruction. (Skills)

3.4 - Icancommunicatestudentprogresswithstudentsandmentorteachers. (Skills)

3.5 - Icaninvolvelearnersinself-assessmentandgoalsetting. (Skills)

4.1 - (A) Icancreatedevelopmentallyappropriateinstructionalgoalsevidencedthroughisolatedlessons/unitsalignedwithschool/districtprioritiesandOhio’sacademicstandards. (Knowledge,Skills)

4.1 - (B) Icancreatedevelopmentallyappropriatelearningactivitiesthatalignwiththeinstructionalgoalsandschool/districtprioritiesandOhioacademiccontentstandards. (Knowledge,Skills)

4.2 - (A) Icanidentifyandrecordstudents’learningandperformanceinformationtoplananddelivereffectiveinstruction. (Knowledge,Skills)

4.3 - (A) Icanstateandpostclearlearninggoals/objectivesandprovideopportunitiesforstudentstoexplainlearninggoals/objectivesthroughoutlesson. (Knowledge,Skills)

4.3 - (B) Icanprovideevidencethatlearningactivitiesarelinkedtodefinedgoals. (Knowledge,Skills).

4.4 - Icanplananddelivereffectiveinstructiontoincludearangeofbehavioralandacademicstrategiesthatkeepstudentsmotivated,engaged,focusedinisolatedlessons. (Knowledge,Skills)

4.5 - Icandemonstratedifferentiatedinstructionaltechniquestosupportlearningneedsofallstudentswhenteachingsmallgrouplessons. (Knowledge,Skills)

4.6 - Icancreateandutilizemultipleteachingandlearningstrategiesthatengagestudentsinactivelearningopportunitiesthatpromote:

a. independentlearning

b. individualchoice

c. communicationmodesandskillsasavehicleforlearning.

(Knowledge,Skills)

4.7 - Icanuseavailableresourcestopromotestudentgrowthandperformancebyincorporating:

a. varietyofinstructionalstrategiesandmaterials

b. technologytools

c. validassessmentmeasures

(Knowledge,Skills)

5.1 - Icantreatallstudentsequallybyestablishingarespectful,supportiveandcaringenvironmentby:

a. establishingandmaintainingroutines,proceduresandexpectations

b. providingequityofresponseopportunitiesforstudents

c. promotingpositiverelationshipsandsupportiveinteractionswithstudents

(Knowledge,Skills,Disposition)

5.2- Icancreateaphysicallyandemotionallysafeenvironmentbyproviding:

a. modelingofpositiveinteractionsamongststudentsandadults

b. validatingstudentcontributionsandthinking

c. proactive,andconsistentresponsestostudentbehavior.

(Knowledge,Skills,Disposition)

5.3 - Icanmotivatestudentstoworkproductivelyandassumeresponsibilityfortheirownlearningby:

a. utilizingpositivepublicpraiseandprivatecorrectiontechniques

b. implementingcooperativeandcollaborativelearningactivitiesthatinvolvechoice

c. providingrelevant,real-worldapplicationtolearning

d. providingself-monitoringtools

(Knowledge,Skills)]

5.4 - Icancreatepositivelearningsituationsbyorganizing,preparing,andmonitoringindependentandgroupworkallowingforfullandvariedparticipationofallindividuals. (Knowledge,Skills)

5.5 - Icantakeresponsibilityforestablishingandmaintainingapositiveclassroomclimateby:

a. demonstratingeffectiveclassroommanagementstrategiespromotingpositiverelationships

b. providingorganizationandconsistentmanagementoftime,space,activities,andresources

c. providingactiveandequitableengagementofallstudents

(Knowledge,Skills,Disposition)

6.1 - IcanUseeffectiveverbal,non-verbalandmediacommunicationtechniquestocommunicateclearlyandeffectively. (Skills)

6.2 - Icanwithsupport,practicepositiverelationshipsandsupportiveinteractionsasthefoundationofmyworkwithchildrenandfamilies. (Skills)

6.3 - Icancollaborateeffectivelywithmentorteachersandsupervisors. (Disposition)

6.4 - Icanidentifycommunityagenciestopromoteapositiveenvironmentforstudentlearning. (Knowledge,Skills)

7.1 - Icanactprofessionalatalltimesbyfollowingtheprofessionalethics,policiesandlegalcodesofprofessionalconduct,includingtheneedforconfidentiality. (Disposition)

7.2 - Icanuseself-reflectionasaprofessionaldevelopmenttoolandidentifyprofessionaldevelopmentopportunitiesthatwillenhancemyskillsandknowledge. (Disposition)

7.3 - Icanadvocateforstudentsneedsanddifferentiatelessonsforstudentlearning. (Skills)

  1. InstructionalStrategies/ActivitiesRelatedtoDiversity and Technology

InkeepingwithCSU’scommitmenttopreparingeffectiveurbaneducators,candidatesarerequiredtocompleteatleastonemajorfieldexperienceinacitydesignatedbytheOhioDepartmentofEducationas“urban.”

Aspartofeverylessonplan,candidatesareexpectedtoexplainhowtheirlearningoutcomesarebasedonathoroughknowledgeoftheeducationalcontextsandthestudentstheyteach. Theyneedtodemonstrateresponsivenesstoawidevarietyofstudentdiversity,includinggender,race,ethnicity,ability,andinterest. PromptsforsomeGuidedReflectionsexplicitlyrequirecandidatestoreflectonthesocialissuesthatimpacteducationindiverseeducationalsettings. Theinquiry-based unit plan requirescandidatestoexplainhowtheinstructionalstrategiestheyuseareappropriateforthestudentsintheclassroom.

Candidatesareassessedontheireffectiveuseoftechnologyineachformalobservation and as a part of their participation in the seminar.

  1. CourseRequirements

a)FieldRequirements

  • Students will spend 180 hours in the field in direct contact with students, 45 hours of classroom and seminar discussion will be held in a blended format, utilizing periodic face to face meetings and blackboard. The field hours are composed of three hours per day, four days per week, for the entire 15-week semester. Candidates are to attend all seminars and participate throughout the semester on Blackboard.
  • Candidatesareexpectedtoobserve,assist,andco-teachwiththementorteachertocompletetheassignmentslistedbelow. Candidateswillbeobservedaminimum offourtimesintheclassroombytheCSUsupervisorandtwicebythementorteacher. Foreachobservation,thecandidateis toprovideafulllessonplan 48 hoursinadvance.
  • Atthemidpointandendofthesemester,thecandidatewill prepare for and participateina“triadmeeting”withtheuniversitysupervisorandmentorteachertoassessprogressinthecourseandtodiscussthefinalaggregatedobservationscores.

b)Assignments/Assessments- (All assignment forms and directions arelocatedonBlackboard.)

  • SeminarsA blended model of Blackboard discussions and face-to-face meetings will make up the seminars for Internship 1. There are online opportunities for you to self-select topics that are most relevant to you and face-to-face opportunities to work collaboratively with other interns to develop skills in topics like RTI/IEP roles and responsibilities and conflict resolution skills.
  • ContextforLearning and Community mapping activity TheContextforLearning is a document that you are to complete whichprovidesessentialinformationaboutyourchildrenandyourschool/classroom. The community mapping activity will give you further essential information about the surrounding community. You will complete a document using online community demographic tools, observation, and interaction as you seek further knowledge about the strengths and challenges of the community surrounding your field site.
  • Inquiry-based Unit Plan The purpose of this assignment is to design, implement, and evaluate a unit or sequence of lessons that teach students skills measured by a specific state standard or a topic based on a state standard. This assignment isdesigned for you to demonstrate your competence in the following skills:
  • Ability to prepare, teach and reflect on a 4-5 day unit plan
  • Ability to assess student learning, analyze and determine the students’ growth in achieving the objectives of the unit
  • Ability to videotape, trim, compress and upload a sample of your teaching
  • Ability to incorporate and implement a free choice center plan that supports student choice and inquiry in the unit plan (ECE)
  • Ability to plan a unit that is Inquiry-based (ECE, Middle and Sp. Ed.)
  • Ability to engage families in the students’ learning process
  • Student success assignment This assignment asks you to select a focus student and consider some variables that impact his/her success. You will examine closely the focus student’s skills and behaviors plus the classroom procedures, routines and environment as you develop a student success plan and classroom management plan that supports all students’ success.
  • You will gather and use the following data
  • the context for learning/community mapping activity,
  • a learning skills/behavior rubric,
  • anecdotal observation notes,
  • a classroom management checklist

and develop a success plan for your focus student as well as consider the implications on your overall classroom management plan. In addition, you will develop your data collection skills as you consider the types of data needed in the RTI/PBS, 504 or IEP processes.

  • Professional Literature assignment This assignment is to encourage interns to consult the professional literature to assist in solving challenges or issues that arise as a teacher.
  • This project requires you
  • to identify an issue/challenge you are facing,
  • select and read 2 journal articles related to the challenge (the articles selected must be from professional journals that are specific to special education),
  • develop a plan based on the literature,
  • implement the plan and
  • reflect on the data informed by the research.
  • IEP - Develop an IEP for one student in one of your classrooms. Use the Ohio Department of Education IEP form. If the school district in which you are matched uses a different form, you may use the district’s IEP. School districts develop IEP’s at various times of the year; some write them in the spring, some in the fall, and others develop them around the student’s birthdays. If IEPs are being written from students in your matched classrooms during your experience there, select one student and draft an IEP for him or her. Your mentor teacher may want to use this as the basis for the actual IEP that will be finalized in your meeting. However, even if they do not want to use it in this way, you should develop the IEP to give you experience in this process. If IEPs are not being developed for students during your internship, you will select a student and develop an IEP to give you practice with this process.
  • Inadditiontothesewrittenassignments,interns seeking licensure and intendingto participate in Internship 2 are required tocompleteandsatisfytheTaskstreamCheckpoint 2 portfolio criteria.
  1. Gradingcriteria

Afieldgradeisearnedthroughacalculationofthreeseparatevariables. Allfieldassignmentsaregradedonascaleof 0-3,with 2 beingaproficientlevel. Assignments will be submitted through Blackboard and Taskstream for grading by the CSU supervisor and/or CSU seminar leaders.

Grade / Points or
% / Description / % OF FINAL GRADE
A / >2.14 / Assignment and Seminar grade / 40%
A- / 2.13-2.02 / Candidate Pre-Service Assessment of Student Teaching (CPAST) / 40%
B+ / 2.01-1.90 / Specialized Program Area criteria / 20%
B / 1.89-1.78
B- / 1.77-1.66
C+ / 1.65-1.54
C / 1.53-1.42
D / 1.41-1.30
F / 1.29 >
  1. CourseOutline

Week / Topic / Activity/Assignment / DueDate
1
2 / Contextforlearning/community mapping
3 / SupervisorObservation 1
4 / MentorObservation 1 / OBRModulesassessingknowledgeoftheResidentEducatorLicensureProgram,theSchoolOperatingStandards,theProfessionalDevelopmentStandards,andtheValue-addedProgressDimensioninpreparationforSeminardiscussions.
5 / Student success assignment- student selected and data collection begins
6 / SupervisorObservation 2 / RTI/PBS, 504 and IEP case study activity
7 / Midtermtriadsheldbytheendofweek 8
8 / Lesson PlanscompletedforInquiry based Unit Plan
9 / SupervisorObservation 3
10 / Co-teachingbegins (occursduringweeks 10-14)
MentorObservation 2 / Student Success assignment due
Checkpointself-analysissubmittedtocheckpointassessors.
11 / TeachingforWorkSampleassignment
12 / SupervisorObservation 4 / Inquiry based Unit Plan assignment due
13
14 / Taskstreamcheckpointportfolio
15 / Finaltriadscompleted
Finals
  1. CoursePolicies

A. AttendanceandPunctuality

ThefollowingpolicyappliestoallFieldExperiences. Regularattendanceisrequiredaccordingtotherequirementsoftheexperience. Thispolicyincludesallfieldhoursaswellasorientations,associatedseminars,andotherprofessionalactivitiesaffiliatedwiththeinternship.

Allstudentsareexpectedto:

  1. Signinandoutofplacementdaily,usingschoolsdesignatedsystem.

  1. CompletetheInternAttendanceFormdaily. (FilewithMentorTeacher)

  1. MakeavailabletheInternAttendanceFormduringsupervisor’svisits.

  1. Bepresentforthefulldurationofthetimescheduledforeachday. Leavingearlyorarrivinglateisnotpermissiblewithoutadvancednotificationandpermission. Missingoveranhouronanydayisconsideredanunexcusedabsence.

  1. Arriveearlyorstaylateasrequiredforpreparationanddiscussionswithamentorteacher.

  1. Receivementorteacherandsupervisor’sadvanceapprovalforanyanticipatedabsences,SeeBelowforinformationregardingabsences.

  1. Notifythementorteacher,schoolsecretary,anduniversitysupervisorofanyanticipatedabsences SeeBelowforinformationregardingabsences.

  1. Leavedetailedplansandmaterialsforthementorteacherwhowill‘cover’fortheinternduringanexcusedabsence. SeeBelowforinformationregardingabsences.

  1. Make-upeachexcusedabsencebeyondthree. SeeBelowforinformationregardingabsences.

  1. Ifattendanceorpunctualitybecomesanissue a meeting with the OFS staff will be required to determine next steps. (e.g. morethan 3 absences.) Failuretomake-upabsencesmayrequireInterntowithdrawfromfieldexperience. AnyinternfacingsuchapossibilityshouldconferwiththeOfficeofFieldServices.

Absences

Mentorsandchildrenexpectyoutobeconsistentandreliablewithattendanceandpunctuality.

Unexcusedabsencesarenotpermittedforanyreason

Excusedabsences- Withpropercommunicationtouniversitysupervisorandmentorteacher,inextenuatingcircumstances,internsarepermitteduptothree (3) excusedabsences.Eachexcusedabsencebeyondthreemustbemade-up.SeePersonalLeavePolicybelowfordefinitionofexcusedabsences. Ifmorethan 3 absencesoccur,andtheseabsencescannotbemade-up,internsmayberequiredtowithdrawfrompracticumorstudentteaching.

PERSONALLEAVE(excusedabsence) POLICY

Inextenuatingcircumstances,internsarepermitteduptothree (3) excusedabsencesduringplacement. Forpracticuminterns,thisshallbetakentomeanthedailylengthofthatmember’sworkschedule,e.g.,a4 hourteacheriseligibleforthree 4 hourdaysofpersonalleave. Personalleavemustbeapprovedinadvanceandshallbeusedonlyforsuchpurposesorinconnectionwithactivitiesofthetypelistedimmediatelybelowandwhichcannotbeaccomplishedduringthenon-workinghours.

Useofsuchleavemaybeforthefollowing:

A. Internillness

B. ReligiousHolidays

C. Personalbusinessmattersthatcannotbetakencareofoutsideschoolhours.

D. Attendanceatsetgraduationceremoniesintheimmediatefamily.

E. Ason,daughter,spouse,orotherpersonresidingintheemployee'shouseholdleavingformilitaryserviceorcollegeasafreshman.

F. Weddingsoftheemployeeorinhisorherimmediatefamily.

G. AttendingfuneralsnotcoveredintheBereavementLeavePolicy.

H. Attendanceatceremonieswheretheteacherorhis/herimmediatefamilyisreceivinganawardofmajorsignificance.

I. Appointmentsrequiredbyacademicprogramsoreducationalrequirements.

J. Emergenciesaffectingtheteacheroramemberofhis/herimmediatefamily.

K. Movingfromonepermanentresidencetoanother.

  1. Lateassignmentpolicy. Allassignmentsaretobesubmittedbytheduedate. LateassignmentswillleadtoArbitration. (SeeOFSHandbook) DuedatesaresetbytheSupervisorand/orTaskstreamTimeline.

Professionalism. Studentsaretoactprofessionalatalltimes. Professionalismencompassesmanyareasofbehavior,includingdispositions,courtesy,attendanceandpunctuality,appearance,initiative,fulfillmentofresponsibilities,ethicalbehavior,andprotectionofstudentconfidentiality. Forcompleteguidelinesonprofessionalbehavior,refertotheOfficeofFieldServicesHandbook. Failuretodemonstrateprofessionalbehavioratanypointintheexperiencemayjeopardizeanintern’scontinuationinhis/herprogram.

  1. Ethics. ClevelandStaterequiresallinternstofollowtheprofessionalguidelinessetbytheCollegeofEducationandHumanServicesandtheCodeofEthicsestablishedbytheNationalEducationAssociation.
  2. EthicalandResponsibleTechnologyUse. AllinternsmustadheretotheCSUInformationandTechnologyResourcesGeneralPolicywhenusingcomputerequipmentoncampusoratthefieldsite. InadditiontotheCSUpolicies,internsareresponsibleforlearningandfollowingthetechnologypoliciesandproceduresofthedistrictinwhichtheyareplaced.Theapplicationofthesepoliciesincludes,butisnotlimitedto,anyofthefollowingactivities:
  3. Useofcomputer,tablets,orpersonalelectronicdevices
  4. Accesstocomputersystems
  5. Possessionofcomputersoftwareordata
  6. Copyingoruseofcomputersoftwareordata
  7. Useofcomputeraccounts
  8. Useofcomputer-relatedequipment

NOTE: Whilecellphonesarewidelyusedforpersonalmassmultimediacommunication,internsshouldconsultwiththeirmentorteacheranddistrictpoliciestoestablishanagreementabouttheacceptableprofessionaluseofthesedevicesaspartoftheirinternshipexperience.

  1. Plagiarism/AcademicIntegrity. TheCSUStudentHandbookdescribesplagiarismasstealingand/orusingtheideasorwritingsofanotherinapaperorreportandclaimingthemasyourown. Thisincludesbutisnotlimitedtotheuse,byparaphraseordirectquotation,oftheworkofanotherpersonwithoutfullandclearacknowledgment.
  1. Minorinfractionscomprisethoseinstancesofcheating,plagiarism,and/ortamperingwhichaffectthegradeofanindividualclassassignmentorprojectoflesser (<25%ofgrade) importance. Multipleinstancesofminorinfractionswithinacourseoracrosscoursesconstituteamajorinfraction.
  2. Majorinfractionscomprisethoseinstancesofcheating,plagiarism,and/ortamperingwhichaffecttheoverallcoursegrade,suchasamajor/comprehensiveexam,termpaperorproject,finalgradeevaluation,oracademicstandingandstatus. Majorinfractionsautomaticallyresultinanentryonthestudent'spermanentrecordthatthestudenthasengagedinacademicmisconduct.
  3. ProceduresofreportingplagiarismaredescribedintheStudentHandbook,availableat AdditionalinformationonplagiarismisavailableattheCSUWritingCenter,RTLibrary 124; (216) 687-6981 or
  1. StudentswithDisabilities.Educationalaccessistheprovisionofclassroomaccommodations,auxiliaryaidsandservicestoensureequaleducationalopportunitiesforallstudentsregardlessoftheirdisability. AnystudentwhofeelsheorshemayneedanaccommodationbasedontheimpactofadisabilityshouldcontacttheOfficeofDisabilityServicesat (216)687-2015. TheOfficeislocatedinMC 147. Accommodationsneedtoberequestedinadvanceandwillnotbegrantedretroactively.
  2. TechnicalHelp. IfyouhaveaquestionaboutTaskstreamorrequiretechnicalassistancewithvideotapingorediting,youshouldvisittheCenterforEducationalTechnologyinJH 118 duringpostedhoursorcontactHeatherGallacher (687-3743;) orBrianYusko (875-9774;)
  3. ProfessionalDispositions. Oneimportantaspectofyoureducationisthedevelopmentofprofessionaldispositions—waysofworking,thinking,andinteractingwithothers—inthreeareas: Professionalism,WorkEthic,andCommunicationSkills. Youshouldbemonitoringyourowndevelopmentbeginningnowandcontinuingthroughoutyourteachingcareer. TheStudentListofProfessionalDispositionscanbefoundinthehandbookontheOFSwebsite.

OFFICEOFFIELDSERVICESPRACTICUMRECORDANDEVALUATIONFORM

Intern:______
School______Semester/Year______Grade level______
Mentor ______Supervisor ______ / ESE
461

This form is to inform intern, mentor and supervisor of Intern’s progress on assignments and observations throughout semester. Rubrics in Taskstream DRFs are used to determine Scores on assignments. Final scores are to be recorded here. Supervisor is to return completed form to OFS at end of semester.

DESCRIPTION
(A SCORE OF “2” IS CONSIDERED PROFICIENT) / TASKSTREAM
DRF / SCORE
(0-3)
Seminar / NA
Context for Learning/community mapping / OFS
Inquiry-based Unit Plan / LICENSURE
Student Success Assignment / OFS
Professional Literature Project / OFS
IEP / LICENSURE
* Denotes SPA Requirements Above
4 OBR MODULE Quizzes (PRACTICUM)
Taskstream OFS DRF / All OBR module quizzes submit to
Manager, Cleveland State
**OBR Modules are not scored by supervisor / Student Completed
YES NO
OBSERVATIONS / DATE/TIME / Walk Through OR Observation / Taskstream Score
Met/ Not Met / LESSON PLAN
Completed / COMMENTS
OBS / Met Not Met / Met Not Met
OBS / Met Not Met / Met Not Met
OBS / Met Not Met / Met Not Met
OBS / Met Not Met / Met Not Met
W/T OBS / Met Not Met / Met Not Met
W/T OBS / Met Not Met / Met Not Met
Midterm triad meeting held on ______ / Signatures and Consensus scores
SCORE(0-3)
Intern midterm CPAST score _____
SPA score _____ / Intern-
Mentor midterm CPAST score _____
SPA score _____ / Mentor-
Supervisor midterm CPAST score _____
SPA score _____ / Supervisor-
Consensus CPAST midterm score _____
Consensus SPA midterm score _____
Final triad meeting held on ______ / Signatures and Consensus scores
SCORE(0-3)
Intern Final CPAST score _____
SPA score _____ / Intern-
Mentor CPAST score _____
SPA score _____ / Mentor-
Supervisor CPAST score _____
SPA score _____ / Supervisor-
Consensus CPAST semester score _____
(40% of total grade)
Consensus SPA semester score _____
(20% of Total grade)
Assignment and SeminarTotal Score _____
(40% of Total grade)
Grade Calculator can be found on OFS website / Final Course Score/Grade for Semester
______/______
Mentor letter received? Yes or no / Supervisor letter received? Yes or no
ASSIGNMENTS GRADE KEY
/ OBSERVATIONS AND FINAL GRADE KEY