Virginia Commonwealth University
School of Education
Department of Special Education and Disability Policy
COURSE:
Externship: ECSE 700 - Early Childhood Special Education
Fall 2014
INSTRUCTOR:
Phone:
E-Mail:
Office:
Office Hours:
Dr. Mary Ellen Huennekens, Assistant Professor
(804) 827-2663
huennekensme@vcu.edu
Oliver Hall, Room 4070
Wednesday and Thursday 2:00 – 4:00 pm and by appointment
COURSE DESCRIPTION
The externship experience is designed to provide in-depth practical experience within an
intervention program serving young children (birth - 5), from a variety of cultural backgrounds,
who are at risk for or have developmental disabilities, and their families. Each student is
required to complete a minimum of 2 semesters of supervised externship experience - one in an
infant setting and one in a preschool setting. To demonstrate their abilities to critically reflect on
their effectiveness, students will demonstrate problem solving and critical thinking skills as they
apply the competencies gained through coursework within the externship experience. These
competencies are based on DEC (CEC) standards and include participation in the assessment,
planning, and implementation of intervention programs, collaboration on an interdisciplinary
team, use of family-centered principles, and development of professional relationships with
families and other professionals in the externship setting.
COURSE OBJECTIVES
Through observation and participation, as well as supervised planning and implementation, the
student will:
1. Demonstrate appropriate applications of special education law to service delivery in early
intervention/early childhood special education. (CF I.1) ICC1K2, ICC1K4, ICC1K6,
ECSE1K1
2. Demonstrate knowledge of child and family characteristics, and their cultural and community
contexts, as the basis for designing individually and developmentally appropriate
intervention. (CF II.5, III.1) ICC1K7, ICC2K2, ICC2K3, ICC2K4, ECSE2K1, ICC3K1,
ICC3K2, ICC3K3, ICC3K4, ICC3K5, ECSE3S1
3. Demonstrate the appropriate use of diverse instructional strategies, accommodations,
curricular modifications, and environmental supports to promote the learning of infants and
young children with developmental delays and disabilities. (CF II.4, III.2) ICC4S1, ICC4S3,
ICC4S4, ICC4S6, ECSE4S1, ECSE4S4, ICC5K1, ICC5S1, ICC5S3, ICC5S4, ICC5S7,
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ECSE 700 Preschool
Fall 2014
ICC5S9, ICC5S10, ICC5S12, ICC5S13, ICC5S15, ECSE5S1, ECSE5S2, ECSE5S5,
ICC6S1, ICC6S2, ICC7K1, ICC7K2, ICC7K3, ICC7K4, ICC7K5, ICC7S1, ICC7S3,
ICC7S4, ICC7S6, ICC7S7, ICC7S8, ICC7S9, ICC7S10, ICC7S12, ICC7S13, ECSE7S2,
ECSE7S3, ECSE7S4, ECSE7S8
4. Demonstrate competence in designing, implementing, and monitoring individualized
educational programs (IEP’s) and individualized family service plans (IFSP’s) that promote
children’s learning and family involvement. (CF II.1) ICC2K2, ICC3K1, ICC3K2, ICC3K4,
ICC3K5,ICC4S3, ICC4S4, ECSE4S1, ICC5S10, ICC7K4, ICC7K5, ECSE7K1, ECSE7K3,
ICC7S1, ICC7S2, ICC7S3, ICC7S4, ICC7S6, ICC7S8, ICC7S9, ECSE7S1, ECSE7S2,
ECSE7S3, ECSE7S5, ECSE7S6, ECSE7S7, ICC8S1, ICC8S5, ICC8S6, ICC8S8, ECSE8S3
5. Demonstrate appropriate use of assessment tools and processes for identification, evaluation,
program planning, and program monitoring. (CF II.2) ICC8K3, ICC8K4, ICC8S1, ICC8S2,
ICC8S3, ICC8S4, ICC8S5, ICC8S6, ICC8S7, ICC8S8, ECSE8S3, ECSE8S4, ECSE8S8
6. Demonstrate understanding of professional standards and ethical principles in early
intervention/early childhood special education. (CF I.2, IV.4) ICC9S1
7. Demonstrate competence and professionalism in collaborating with families, educators,
related service personnel, and other community service providers in planning, implementing,
and evaluating intervention. (CF III.4, IV.1) ICC9S2, ECSE9S3, ECSE9S4, ICC10K1,
ICC10K2, ICC10K3, ICC10K4, ICC10S2, ICC10S3, ICC10S4, ICC10S6, ICC10S7,
ICC10S9, ICC10S10, ECSE10S1, ECSE10S4, ECSE10S6, ECSE10S10
This course addresses the following Council for Exceptional Children (CEC) standards:
Standard 1. Foundations; Standard 2. Development and Characteristics of Learners; Standard 3. Individual Learning
Differences; Standard 4. Instructional Strategies; Standard 5. Learning Environments and Social Interactions;
Standard 6. Language; Standard 7. Instructional Planning; Standard 8. Assessment; Standard 9.Professional and
Ethical Practice; Standard 10: Collaboration
REQUIRED TEXTS
McWilliam , R.A. & Casey A.M.(2007). Engagement of Every Child in the Preschool
Classroom. Baltimore: Brookes.
Sandall, S., Hemmeter, M.L., Smith, B.J., & McLean, M.E. (2005). DEC recommended
practices: A comprehensive guide for practical application in early intervention/early
childhood special education. Longmont, CA: Sopris West.
Sandall, S.R. & Schwartz, I.S. (2008). Building Blocks for Teaching Preschoolers with Special
Needs, Second Edition. Baltimore: Brookes.
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ECSE 700 Preschool
Fall 2014
COURSE REQUIREMENTS
The overall goal of the externship is the assumption of full responsibilities of the educational
role. Professional behavior and adherence to a professional code of ethics is required and
assessed on the Clinical Evaluation Continuum.
A. Clinical Evaluation
1. Clinical Observation

During this externship experience, you will be observed two times by your university
supervisor and the same number of times by your cooperating professional. Each observer
will use the Clinical Evaluation Continuum to evaluate and provide feedback to you.

You will complete a self-assessment using the Clinical Evaluation Continuum. Prior to
the first observation you will meet individually with the university supervisor to discuss
your self-identified strengths and weaknesses. At this meeting you will also review your
up-to-date portfolio to identify any standards/assignments that may need additional work
during the externship experience.

Three days prior to the University Supervisor observation you must post the following
in your individual file on Blackboard:
 The “Collaborative Reflection Log” stating “what is working” and your current
“challenges and concerns”. Included in the “challenges and concerns” section should
be the focus of the observation and specific information you want the university
supervisor to provide you.
 In addition to your self-identified needs, the university supervisor is also required to
observe circle time and the implementation of learning centers to assess your ability
to embed interventions and address language and social development. Checklists
identifying indicators to be assessed will be posted on Blackboard and reviewed at the
first seminar meeting.

Failure to post the Collaborative Reflection Log three days prior to the university
supervisor’s observation will result in cancellation of the scheduled observation and may
mean that you will not complete the externship this semester!

Immediately following the observation the university supervisor and extern will meet to
discuss the observation. On the follow-up visit the university supervisor will look for
evidence of change based on this plan.

Within 3 days following the observation you must post a summary of the issues
discussed after your observation in your individual file on Blackboard. Your university
supervisor will expect to see these issues addressed at the second observation.

In addition to face-to-face observations the university supervisor may request that you
submit videos for additional review and assessment of your teaching skills.
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ECSE 700 Preschool
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2. Additional Support Activities

Additional support activities may include, but are not limited to the following; seminars,
observations of other classrooms, analysis of videos, and individual meetings. The focus
of the additional support activities will be determined by the university supervisor,
cooperating professional(s), and your individual needs.
3. Weekly Lesson Plans
 During the externship experience you will implement a routines-based/activity-based
approach to intervention that is aligned to Virginia’s Foundation Blocks for Early
Learning. You will submit your lesson plans to your cooperating professional by an
agreed upon day and time. After reflecting and/or acting upon feedback given by your
cooperating professional, post your lesson plans your individual Blackboard file.
 You are required to use the lesson plan format which will be given to you at the first
seminar meeting. You will also keep a notebook containing hard copies of all lesson
plans. The university supervisor will review the notebook during each visit to the
classroom.
B. Portfolio Requirement
The following assignment is assessed in the Clinical Evaluation Continuum and is required for
your end of program portfolio:
Instructional Unit Plan
 You will develop and implement a 2-week unit plan during the preschool externship
placement. The required Unit Plan form will be posted on Blackboard.

 The plan may be used in conjunction with any other curriculum used at your
placement but a routines-based model of instruction with links to Virginia’s
Foundation Blocks for Early Learning must be implemented. A rationale, learning
center preparation, planned activities, and family related activities will be developed
and linked to individualized intervention plans and a system of data collection (using
Building Block forms).

Use McWilliam, & Casey (2007), Chapter 7 as a reference for embedded intervention
and incidental teaching.

The unit plan, along with the scoring rubric, must be included in your portfolio.

A review of the forms and discussion about the unit plan will be provided during
seminar meetings.

After implementing the plan, submit a written reflection that addresses your thoughts
regarding the development and implementation of the unit and the approaches used.
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ECSE 700 Preschool
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Address the outcomes and impact on the children’s learning, modifications made to
interventions, and child assessment data used to improve instructional practice.

Post your written reflection in your Blackboard file.
Grading Guidelines
Grades will be awarded by your university supervisor based on several aspects of the externship
experience. Performance on the final Clinical Evaluation Continuum as indicated by both the
cooperating professional and the university supervisor will drive the grading criteria.
Additionally, your grade will be influenced by your demonstrated ability to reflect upon your
teaching practice. This will be evidenced by your growth across the externship through
participation in reflective conferences with your Cooperating Professional and University
Supervisor and follow-through with goals and plans discussed during those conferences.
GUIDELINES FOR SUCCESS:
1. VCU Statement on Safety
2. VCU Honor System
3. Statement on Americans with Disabilities Act
4. VCU Guidelines for Student Conduct
5. Important Dates for Spring 2011
6. VCU Mobile
VCU Statement on Safety
What to know and do to be prepared for emergencies at VCU:
- Sign up to receive VCU text messaging alerts (www.vcu.edu/alert/notify). Keep your
information up-to-date.
- Know the safe evacuation route from each of your classrooms. Emergency evacuation
routes are posted in on-campus
classrooms.
- Listen for and follow instructions from VCU or other designated authorities.
- Know where to go for additional emergency information (www.vcu.edu/alert).
- Know the emergency phone number for the VCU Police (828-1234). Report suspicious
activities and objects.
VCU Honor System
Virginia Commonwealth University recognizes that honesty, truth, and integrity are
values central to its mission as an institution of higher education. The Honor System is
built on the idea that a person’s honor is his/her most cherished attribute. A foundation of
honor is essential to a community devoted to learning. Within this community, respect
and harmony must coexist. The Honor System is the policy of VCU that defines the
highest standards of conduct in academic affairs.
The Honor System states that faculty members are responsible for:
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ECSE 700 Preschool
Fall 2014



Understanding the procedures whereby faculty handles suspected
instances of academic dishonesty. Faculty are to report any infraction of
the VCU Honor System according to the procedures outlined in our
policy.
Developing an instructional environment that reflects a commitment to
maintaining and enforcing academic integrity. Faculty should discuss the
VCU Honor System at the onset of each course and mention it in course
syllabi.
Handling every suspected or admitted instance of violation of the
provisions of this policy in accordance with procedures set forth in the
policy.
The Honor System in its entirety can be reviewed on the Web at
http://www.provost.vcu.edu/pdfs/Honor_system_policy.pdfhttp://www.provost.vcu.edu/pdfs/Ho
nor_system_policy.pdf or it can be found in the 2011-12 VCU Insider at
http://www.students.vcu.edu/insider.htmlhttp://www.students.vcu.edu/insider.html.
The Honor System must be upheld and enforced by each member of the Virginia Commonwealth
University community. The fundamental attributes of our community are honor and integrity.
We are privileged to operate with this Honor System.
Statement on Americans with Disabilities Act
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990
require Virginia Commonwealth University to provide an 'academic adjustment' and/or a
'reasonable accommodation' to any qualified individual with a physical or mental disability who
self-identifies as having such. Students should contact the Disability Support Services office on
the Monroe Park Campus (828-2253) or on the MCV Campus (828-9782) for appropriate
academic adjustments or accommodations.
VCU Guidelines for Student Conduct
VCU faculty play a critical role in helping to build an environment that is conducive to the
academic success of our students. As you know, VCU has policies and procedures designed to
create an environment conducive to academic excellence. One of these policies and procedures
can be found in a document entitled “Guidelines for Faculty Members Regarding Student
Conduct in the Instructional Settings.” This document is available on the VCU Web at
http://www.provost.vcu.edu/pdfs/FacultyGuideToStudentConductInInstructionalSettings.pdfhttp:
//www.provost.vcu.edu/pdfs/FacultyGuideToStudentConductInInstructionalSettings.pdf or it can
be found in the 2011-12 VCU Insider.
Understanding these guidelines will help you to encourage classroom behavior that does not
detract from the quality of each student’s educational experience. Please read the document and
think about your role in promoting a University culture based on mutual respect and civility.
As a reminder, both faculty and students should turn off cell phones and pagers while in the
classroom.
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Important Dates
Please refer to the VCU academic calendar for a list of important dates for the Spring 2012
semester
VCU Mobile
The VCU Mobile application is a valuable tool to get the latest VCU information on the go. The
application contains helpful information including the VCU directory, events, course schedules,
campus maps, athletics and general VCU news, emergency information, library resources,
Blackboard and more. To download the application on your smart phone or for more
information, please visit http://m.vcu.edu/http://m.vcu.edu/.
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