2020-2021

TEACHING INTERNSHIP HANDBOOK

2020-2021 Teaching Internship Handbook, School of Education (updated July 2020) 1

 TABLE OF CONTENTS

INTRODUCTION
SECTION I
• Conceptual Framework Provided by University Faculty
SECTION II
General Policies for Teaching Internship Program
• Fieldwork Hours
• Policies
SECTION III
• Orientation to the School Site
• The Student as the Teacher
SECTION IV
• Teaching Internship Schedule
SECTION V
• Forms
SECTION VI
• Role of University Supervisor in Internship
• Role of District-Assigned Mentor Teacher in Internship
SECTION VII
• Mandatory Reporting
• Intern and Professional Development
• Title IX
SECTION VIII
• After the Internship
SECTION IX
• Teaching Performance Expectations for Multiple Subject and Single Subject Candidates
• Teaching Performance Expectations for Education Specialist Candidates

INTRODUCTION

The University of Redlands School of Education provides a multi-faceted Teacher Education

Program. After successful completion of the required course work and program requirements,
students can advance to a teaching internship. The regulations and requirements of our teacher
education program is approved by the Commission on Teacher Credentialing (CTC).

As the teaching internship experience is a culmination of academic information and knowledge,

combined with the actual skill building in the field, there are complex expectations to work with
multiple stakeholders. This handbook is designed to present a clear explanation of the teaching
internship requirements for the teaching intern (also known as, and referred hereafter in this
handbook as, the candidate) as well as the University Supervisors and District-Assigned Mentor

2020-2021 Teaching Internship Handbook, School of Education (updated July 2020) 2

Teachers. The candidates are required to review this handbook thoroughly before beginning their
teaching internship. For additional information the candidates are encouraged to contact the
Office of Student Success, specifically their assigned advisor (as referred hereafter in this
handbook as, the advisor).

SECTION I

CONCEPTUAL FRAMEWORK PROVIDED BY UNIVERSITY FACULTY

The University of Redlands’ Department of Teaching and Learning in the School of Education
(SOE) embraces an EQUITY-centered approach to education as we strive to support teachers as
change agents in pursuit of a more socially just world. We challenge our future teachers to see
themselves as engaged scholars who think critically and creatively as they work to enhance
student learning by connecting schools and communities for educational justice. We endorse
question-driven learning, where curriculum emerges through the formulation and investigation of
critical questions about our world, and where our future teachers see themselves as co-creators of
curriculum with students and community members.

Our approach to teaching and learning encourages future teachers to actively challenge injustices
in schools and society and to work collaboratively with their students to imagine alternatives to
current school practices and policies that reproduce inequities in our society. We believe it is
necessary for future teachers to value and understand multiple perspectives and approaches to
teaching and learning and to see the work of teaching as an intellectual and ethical project. We
believe that teachers should integrate critical theories and practices with the aim of developing
inclusive pedagogies that seek to fundamentally change existing school systems and practices
that often exclude the most marginalized. Therefore, our program seeks to maintain a caring
inclusive environment where all future teachers and their students feel safe and supported in our
community.

Our goal in the Department of Teaching and Learning, at the University of Redlands, is to
prepare teachers who understand their work as transformative praxis embedded in complex
social and cultural contexts connected to political, economic, and historical realities. For this
reason, we prepare future teachers to develop and implement student and youth-centered
pedagogies that recognize and support the democratic potential of students and their
communities. We aim to prepare future teachers in the teacher education program who support
culturally and linguistically diverse learners and who see themselves as advocates, allies, and
leaders for justice in their communities. To that end, we offer our equity-based conceptual
framework:

Engaged scholars
Question-driven learning
Understands multiple perspectives
Inclusive environments
Transformative praxis
Youth-centered pedagogies

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 SECTION II

This section describes the role of the candidate, expectations of the University, and requirements
for the successful completion of the teaching internship. The candidates must plan to discuss the
critical contents in this handbook with their University Supervisor and District-Assigned Mentor
Teacher. If there is any lack of clarity regarding expectations, the candidates must contact their
University Supervisor, and/or the Office of Student Success (OSS) especially their advisors.
Also, the requirements, ideas, and suggestions throughout the candidates’ internship are designed
to help the candidates have a successful, educational, and positive experience.

GENERAL POLICIES FOR TEACHING INTERNSHIP PROGRAM

FIELDWORK HOURS

The candidates are full-time employees of schools and often teach for one to two full school
years with an Intern Credential. During this time the candidates are overseen by the University of
Redlands School of Education as an intern for the length of 14 weeks, aligned to the University
of Redlands School of Education semester schedule. The first day of the internship will begin on
the first day of the University of Redlands School of Education semester schedule. The final day
will be on the last day of the University of Redlands School of Education semester schedule.
This time of being overseen is referred as the internship.

If the school site is providing instruction via distance-learning, the candidate will complete their
internship virtually via a remote location (references hereafter of “classroom,” “school site,” or
“internship site” include the virtual classroom/remote location). The candidates must follow the
guidance and policies of their district in providing distance-learning.

Unlike student teaching, an internship allows the candidate to function as an employee of the
district and get paid for their work. During the internship, 100% attendance is expected from the
candidates. The candidates are required to follow school site procedures for time off and must
leave lesson plans and materials for their substitute teacher in their absence.

Per the Commission of Teaching Credentialing (CTC) expectations, all teacher candidates must
fulfill 600 hours of fieldwork across the arc of the program. Additionally, there must be 4 weeks
of solo or co-teaching or the equivalent (see Standard 3: Clinical Practice of the Preliminary
Multiple Subject and Single Subject Credential Program Standards). The candidates are required
to complete 40 hours of early fieldwork in their Foundation and Method course before advancing
to the internship. When the candidates participate in the 14-week internship, while following the
guidelines of the Teaching Internship Schedule, they are on track to complete a minimum of 560
hours of fieldwork.

The candidates will track their fieldwork hours using the Fieldwork Hour Tracking form (see
instructions regarding this in the forms section). Fieldwork hours are directly related to the
school site and includes but is not limited to: time spent in the classroom, attending trainings,
email communication with students and/or parents, and creating lessons plans or other
preparation for the classroom. The majority of the hours will encompass the candidate’s time in

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the classroom. Fieldwork hours outside the classroom should be to prepare for and supplement
time in the classroom. Time spent completing course assignments for the Teaching Seminar does
not count as fieldwork hours.

Due to differing academic calendars of school sites, each candidate’s completion of hours will
differ from their peers’. The minimum number of hours that must be completed is 560. For some
candidates, this may be exceeded during the 14-week semester. Other candidates may reach the
end of the 14-week semester and not have not completed 560 fieldwork hours. Candidates in this
situation will follow these steps:
1. The candidate will continue tracking their hours teaching at their school site.
2. The candidate will submit a written plan for fieldwork hour completion to their
University Supervisor outlining when they anticipate completing their remaining
hours (this deadline needs to be within 2 weeks of the end of the University of
Redlands’ School of Education semester). The candidate will coordinate any
additional visits with their University Supervisor, if necessary.
3. The University Supervisor will approve the plan or request revisions. Once
approved by the University Supervisor, the candidate will submit the plan to their
assigned advisor.
4. The candidate will complete the hours by their deadline and have final hours
approved by the University Supervisor.

The candidate will let their advisor know that they have completed their hours. The advisor will
review the candidate’s completion for their internship course grade.

POLICIES

A. The candidate must be deemed eligible by faculty and the Office of Student Success
(OSS). A full-time position (a contract must reflect 100% employment as opposed to a
partial contract that shows anything less than 100% employment) in the candidate’s
credential-seeking area must be secured by the designated deadline prior to the beginning
of the University of Redlands School of Education semester that the internship will take
place. If the candidate does not secure a position, the option to student teach (granted
they have applied for a student teaching position for the desired semester before the due
date) or take a Leave of Absence until the following semester when internship is offered.
*Please note that internship is only offered in Fall and Spring, and not Summer,
semesters.

B. The candidate will work with OSS to be recommended for the Intern Credential. The
candidate must provide necessary documentation that they meet all requirements and fill
out a credential application.

C. The Intern Credential is valid for 2 years. It is the responsibility of the candidate to
complete all Preliminary Credential requirements prior to the expiration of the intern
credential. The intern credential will not be renewed or extended.

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 D. The Intern Credential is restricted to the district or charter school that the candidate is
contracted with to complete their internship program/fieldwork hours. The candidate
cannot teach for another district or charter school with the intern credential after the
internship program is complete.

E. The candidate will arrive at their school sites at the appropriate time, according to the
district’s policies.

F. The candidate will arrive at their school site in professional attire and conduct. The
candidates will follow the dress code policy set forth by school site’s district. The
candidate should discuss the district’s dress code policy with their Mentor Teacher.

G. The candidate will be observed weekly by their assigned University Supervisor who
provides guidance and feedback based on formal observations. There will be a minimum
of 14 observations.

H. University Supervisor assignments are made based on their credential type, their
geographic location and the number of candidates they are able/prefer to oversee. The
candidates are not allowed to request specific ‘matching’ to their University Supervisor.
Unless under unforeseen or extenuating circumstances, the university supervisor
assignments will not be changed.
I. The candidate will work with a district-assigned Mentor Teacher. The candidate will be
provided a minimum of 72 hours of Mentor Teacher/district support during the academic
year.

J. Multiple Subject and Single Subject candidates will complete CalTPA Instructional
Cycles 1 and 2 during their teaching internship. The candidate’s teaching internship
placement must be in a classroom setting that provides opportunity to work with diverse
populations that include EL and students with special needs.

K. Education Specialist candidates will complete the TPE portfolio during their teaching
internship.

L. The candidate will prepare lesson plans for each lesson taught. The format will include
the unit or daily objectives in terms of knowledge, skills, attitudes, and values; the
teaching methods, activities, and materials along with the means of evaluation. The
candidate will always have a copy of their lesson plans for their University Supervisor
and Mentor Teacher. The candidate will follow the guidance and deadline for creating the
lesson plans as set forth by the University Supervisor and Mentor Teacher.

M. The candidate’s University Supervisor will prepare final evaluations of progress as a

teaching intern via the Development Evaluation form. The University Supervisor will
write a report after each observation of teaching via the University Supervisor
Observation form. These evaluations and reports will become part of the candidate’s

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 student file. These documents are not available to the district or any other future hiring
officials. The candidate should keep copies of all evaluation forms for their own records.

N. The OSS, in conjunction with feedback provided by those overseeing the candidate’s
teaching internship (e.g., University Supervisor, Mentor Teacher, university faculty),
retains the authority to fail the candidate in their teaching internship course when
egregious behaviors are observed in the teaching situation. Causes for failure include, but
are not limited to, irregular attendance, unsatisfactory teaching, unethical behaviors, and
failure to exemplify good conduct. In these events, the candidate will receive a failed
grade for teaching internship and be required to participate in another semester of
supervised internship with the University. When there is unsuccessful completion of the
internship or internship course, there will be a mandatory meeting between the candidate,
the advisor, and the Associate Dean of the School of Education to review expectations
and plans for improvements. Under no circumstance no student may be allowed to do
more than one repeated student teaching/internship experience. This means, specifically,
that there is only one additional opportunity for the candidate to participate in another
student teaching or internship.

O. Candidates who are unsatisfied with their internship experience or hired district/school
site should discuss their concerns with their University Supervisor, Mentor Teacher, and
their school administration. Candidates should carefully reflect on the sources of their
dissatisfaction as well as the ethical obligations they have to their students. The decision
to leave a position should not be considered lightly as it will have ramifications on their
future employment within that school/district and may prolong the completion of the
candidate’s program and Preliminary Credential recommendation. Such decisions need to
be carefully considered, after thorough discussions with the candidate’s University
Supervisor, Mentor Teacher, and OSS advisors. Candidates should be cognizant about
contacting their OSS advisor with their concerns, when they arise and become prominent
enough to interfere with their expected tasks, and conversations about program
completion options and other critical matters need to be discussed.

SECTION III

ORIENTATION TO THE SCHOOL SITE

Candidates should make it a priority to orient themselves to the school site. The candidate’s
University Supervisor and Mentor Teacher will provide guidance to adjust to the internship. The
candidate is expected to familiarize with as much of the following as possible:

A. The School Calendar: It is entirely the candidate’s responsibility to familiarize the school
calendar to fully understand how holidays and breaks can impact their overall required
fieldwork hours.

B. The Philosophy of the School (including mission statement): Each school has a mission
statement about their core beliefs and values. The candidate will review them thoroughly.

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 C. The Professional Dress Policy: The candidate will professionally present themselves
during the internship. Specifics of what is and is not allowed at each school may differ.
The candidate will proactively and professionally seek guidance from their Mentor
Teacher to learn the school’s expectations related to the dress code without making any
assumptions that, simply because others with seniority are dressed in a certain way, they
too are allowed to present themselves similarly.

D. The School Building Procedures/Operation: The candidate will thoroughly learn times of
opening and closing, times of expected arrival and leave, recesses and lunch schedules,
room schedule, bell system and its operation, fire drill and earthquake procedures,
methods of checking and reporting attendance, procedures for handling a student injury,
maintenance request procedure, evacuation of students with physical disabilities and
other critical information related to the school operation.

E. The School Facilities: The candidate will be familiar with administration offices,
teachers’ room, supply room, playground areas, cafeteria, library, lighting, heating,
ventilation, audio-visual aids room, transportation facilities, counseling suites, bookroom,
resource centers, and other pertinent areas.

F. The Special School Personnel: The candidate will be familiar with school nurse,
supervisors, counselors, curriculum directors, coordinator of audio-visual aids,
technology and materials, custodian, and office staff, resource personnel (e.g., special
education), and athletics/P.E.

G. The Central Administrative Services: The candidate will be familiar with curriculum
guides and aids, audio-visual, and technological resources.

H. General Information and Organization: The candidate is expected to thoroughly

understand clerical duties, custodial duties, faculty responsibilities, faculty meetings,
printed forms, nourishment periods, cumulative records, health referral forms and health
cards, accident reports, registration cards, reporting practices, requisitions for materials,
and bus regulations all impact their students.

I. The Classroom: The candidate will understand how basic texts, room décor,
supplementary instructional materials (e.g., multicultural, spec. ed.), teaching aids, files,
seating plans, classroom equipment, and accessibility for students with physical
disabilities impact their students’ learning process and environment.

J. Orientation to Class, the School, and the Community: The candidate should prepare an
introductory letter available to properly introduce themselves.

K. Professional Relationships
The candidate will develop good working relationships with others. The candidate
will find that crucial aspects of teaching include the following:
1. Working with specialized school personnel

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 2. Participating in various faculty activities
3. Attending faculty meetings
4. Understanding the importance of the custodial staff
5. Working with the office staff in scheduling field trips
6. Learning the views of the community
7. Attending PTA meetings
8. Observing and recognizing professional responsibilities regarding social etiquette
and conduct

THE STUDENT AS THE TEACHER

This section provides advice from the School of Education students who have successfully
completed their fieldwork. The candidate should review these ‘tips.’

● Get to know the background of your students and seek to support their growth. Utilize
strategies and techniques designed to help your students solve problems by providing
guidance and more than simply “telling.”
● Attempt to earn the respect of your students without being a “pal,” “buddy,” or “friend.”
● There is no such thing as being too prepared. Allow yourself enough time to “over-
prepare” until you learn how much preparation time is required for each phase of
teaching (e.g., lesson opening, assessments, closing).
● Be diligent and consistent in matters of discipline. Maintain your composure and poise
with students and avoid threatening language and dispositions.
● Be prepared to answer questions, however, you will likely encounter moments when
students ask difficult questions. Teachers are not expected to have all the answers. If
asked a difficult question about something unfamiliar, indicate you do not know the
answer and either seek the answer together or direct students to the appropriate resource
to locate the information.
● Get to know your cooperating teacher and your university supervisor and remember that
they are there to support with developing lesson plans, including determining objectives,
planning appropriate activities, and finding instructional materials.
● When in need of a reminder of teaching strategies for differentiating instruction, review
notes and materials from specific university courses.

SECTION IV

TEACHING INTERNSHIP SCHEDULE

The following is a model of a typical schedule for a semester-long/14-week teaching internship.

The schedule gives recommended days for meetings to take place. These days can be adjusted
according to the needs of the candidate, University Supervisor, and Mentor Teacher.

The candidate will work with their University Supervisor and Mentor Teacher to schedule
observation meetings. It is highly recommended that all meetings are scheduled by Week 2.
There will be a minimum of 14 meetings with the University Supervisor. Mentor Teachers will

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meet with the intern a minimum of 72 hours during the academic year (this will likely be
extended outside the time that the University of Redlands School of Education is overseeing the
candidate).

Weekly Tasks
• Candidates will reflect weekly on their progress identifying questions, goals, and areas
of improvement. These reflections should be shared with the University Supervisor and
Mentor Teacher.
• Candidates should be prepared for weekly meetings with the University Supervisor and
Mentor Teacher by providing lessons plans, arranging times for observations while
teaching, and arranging times for one-one-one discussions (before/after school, during
prep periods, during recess, etc.).
• Candidate will submit a weekly Fieldwork Hour Tracking form to the University
Supervisor (submitted 14 times in total).

Weeks 1-2 – Goal Setting and Orientation to the Classroom. The candidate thoughtfully sets
goals as a teacher to consider throughout the internship. The candidate should discuss these goals
with the Mentor Teacher and University Supervisor. Depending on when the district’s semester
began, the candidate may still be getting oriented to the school site and classroom.

Week 3 - Progress Check 1. During the first progress check, a meeting will take place between
the candidate, University Supervisor, and Mentor Teacher (if available). This collaborative
meeting should identify strengths and areas of growth for the candidate.

Forms:
• During the Progress Check meeting, the candidate will complete the Progress Check 1
section of the Development Evaluation form based on feedback from the University
Supervisor and Mentor Teacher.

Week 7 - Progress Check 2. During the second progress check, a meeting will take place
between the candidate, University Supervisor, and Mentor Teacher (if available). This
collaborative meeting should identify strengths and areas of growth for the candidate.

Forms:
• During the Progress Check meeting, the candidate will complete the Progress Check 2
section of the Development Evaluation form based on feedback from the University
Supervisor and Mentor Teacher.

Week 11 - Progress Check 3 (approximately ¾ of the way through internship). During the
third progress check, meeting will take place between the candidate, University Supervisor, and
Mentor Teacher (if available). This collaborative meeting should identify strengths and areas of
growth for the candidate.

Forms:

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 • During the Progress Check meeting, the candidate will complete the Progress Check 3
section of the Development Evaluation form based on feedback from the University
Supervisor and Mentor Teacher.

Week 14 – Progress Check 4. During the fourth progress check, a meeting will take place
between the candidate, University Supervisor, and Mentor Teacher (if available). This
collaborative meeting should identify strengths and areas of growth for the candidate.

Forms:
During the Progress Check meeting, the candidate will complete the Progress Check 4
section of the Development Evaluation form based on feedback from University
Supervisor and Mentor Teacher.

SECTION V

FORMS

While interning, the candidate will receive written evaluations of their progress and assist in
completing progress checks. The purpose of the forms is to provide perspective to the candidate
on their abilities, to generate discussions, and to encourage self-reflection and goal setting. While
completing the forms is important for credentialing purposes, the forms themselves come
secondary to the valuable conversations the candidate will have with their Mentor Teacher and
University Supervisor.

All forms that the candidate will complete can be found at Etrieve Central which can be accessed
via the Internship course Moodle. The forms will be filled out online, in any web browser. Once
the form is fully complete and submitted, a copy will be automatically saved in the candidate’s
University of Redlands student file.

• University Supervisor Observation form

During each observation, the University Supervisor will complete an observation form.
They will make note of the candidates’ commendations and highlight any Teaching
Performance Expectations (TPEs) in need of developing. The University Supervisor will
discuss these observations with the candidate. The discussion may take place
immediately following the candidate’s lesson or at a later time via a video or phone call if
the schedule does not permit an immediate discussion. It is encouraged for the Mentor
Teacher to be involved in this discussion, if possible and appropriate.

The University Supervisor will fill out their portion of the form. Once they submit it, it
will be routed to the candidate. There is a section for the candidate to write their own
notes, based on the observation and discussion. The candidate should also identify any

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 questions or concerns they have on the form. These questions or concerns should be
discussed with the Mentor Teacher and University Supervisor.

• Development Evaluation form

Progress check meetings will take place four times during the 14-week internship (Week
3, 7, 11, and 14). All four meetings will include the candidate and University Supervisor.
It is encouraged to include the Mentor Teacher, if possible and appropriate. The progress
checks are an opportunity for all parties to discuss their observations and perspectives
and to set goals for the future.

All members of the meeting will collaboratively discuss and rate the candidate’s progress
as related to the Teaching Performance Expectations (TPEs). The rating from all four
progress checks will be on a single form so that the progress of the candidate can be
easily seen. The candidate should be the one documenting the ratings and keeping notes
for the form. Once the candidate submits the form, it will be routed to their University
Supervisor for approval.

• Fieldwork Hour Tracking form

The candidate will use this form to document a minimum of 560 hours of fieldwork. This
form should be filled in daily and will be submitted to the University Supervisor weekly
(every Friday) for approval.

SECTION VI

ROLE OF UNIVERSITY SUPERVISORS IN INTERNSHIP

The impact of University Supervisors on the internship experience is a critical one especially
since, unlike student teaching, the internship requires the candidate to be more readily prepared
to meet academic and operational expectations. The candidates work closely with their Mentor
Teachers and University Supervisors to continue honing their teaching skills and to develop into
well rounded teachers who are equipped to handle various stressful situations while competently
teaching their grade-level and subject matters at their sites/schools.

Often candidates believe that their main task is to simply teach their students content-specific
lessons. This is far from the reality in which the candidate is expected to navigate complex
political and systemic situations, which differ from one school district to another, while being
reminded of the fact they are to function more in the role of teacher-of-record than their peers
who have chosen to become student teachers. Candidates are also to meet expectations from
various constituents. Academically speaking, candidates are expected to follow guidance from
university faculty, Mentor Teachers and associate school districts, and the OSS – all in relation
to the state regulations and requirements for credentialing processes. To navigate these complex
expectations and requirements, the candidate benefits most from the wisdom and experiences of

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their University Supervisors. In many ways, University Supervisors serve as the necessary
bridge between the candidate’s fieldwork experience and their academic and regulatory
expectations.

The following sections provide expectations for University Supervisors and their duties related to
interns, articulated by the OSS. These expectations are in addition to the expectations outlined in
the University Supervisors contract which is signed upon accepting the assignment to oversee
their assigned candidates.

Observation/Visitation Responsibilities:
1. Provide 14 visits/observations of the candidate during the 14-week internship. Schedule
these meetings in advance. If a cancelation is required, give advanced notice to the
candidate.

2. After each visitation the supervisor should attempt to have a conference with the intern
during each visit.

3. Complete a written evaluation with the candidate after each observation via the
University Supervisor Observation form.

4. Serve as a resource person to the intern in areas of curriculum, procedures, and

classroom management.

5. Review and discuss written lesson plans with the intern.

6. Make appointments with the intern to observe any special lessons, when possible.

7. Provide guidance to the intern related to life-long learning process, self-reflective skills,
critical-thinking skills, ethical-decision skills, and overall professional development.

Record Keeping and Other Responsibilities:

1. Complete all necessary paperwork in a timely manner including the mileage
reimbursement form. All evaluation forms will be stored in the candidate’s electronic
University of Redlands student file for up to 5 years.

2. The candidate’s positive and negative qualities should be transparently discussed in an

ongoing and balanced manner throughout the internship experience. Specifically, the
candidate’s final evaluation should not be the first place in which these qualities are
mentioned. In addition, negative qualities include but not limited to dispositions, the
goodness of fit (to the field), and ethically questionable actions. The candidate may
request a letter of recommendation from the University Supervisor for future
employment; however, it is up to the discretion of the University Supervisor if they want
to provide a letter of recommendation especially when negative qualities outweigh the
candidate’s strengths.

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 3. Complete an exit interview with the candidate at the completion of the internship,
documenting strengths and areas of challenges. Most importantly, changes and growth
over the course of 14 weeks should be shared with the candidate which, hopefully, will
assist the candidate’s trajectory-building process for future opportunities.

There are times when the candidate would benefit greatly from having transparent and open
dialogues with both the Mentor Teacher and the University Supervisor. This is especially true
when there are tension or issues that need to be resolved between the intern and other school site
employees. When these situations arise, the University Supervisor may consider the following.

Communication Channels:
1. Facilitate communication between the candidate and their Mentor Teacher.

2. If the three-way meeting does not provide any improvement for the conflict, refer any
serious problems concerning the candidate to the Office of Student Success’ Ms. Natalie
O’Harra at 909-748-8813 or [email protected].

ROLE OF DISTRICT-ASSIGNED MENTOR TEACHER IN INTERNSHIP

The Mentor Teacher plays an important role of supporting the candidate before, during, after the
semester that the University of Redlands School of Education is overseeing the candidate as an
intern. They are a key element to orienting the candidate to school and district policies, school
and district resources, and providing an on-site support system. Candidates are expected to
proactively reach out to the Mentor Teacher to arrange consistent meetings and be prepared for
all meetings. We ask that Mentor Teachers provide support to the best of their abilities as the
interns will learn greatly from the Mentor Teacher’s years of experience and wisdom.

In total every intern will receive 72 hours of support from their district and district-assigned
Mentor Teacher. This is per CTC policies and the University of Redlands School of Education
Internship Program MOU. Per CTC guidelines, Mentor Teachers should hold a clear credential
in the same field as the credential the candidate is seeking, at least three-years of teaching
experience, and be able to provide ELA support. If the district is unable to provide a Mentor
Teacher in the same credential field as the candidate, an alternative teacher can be assigned with
written documentation explaining how this teacher is fit to provide mentorship. If the Mentor
Teacher cannot provide ELA support, another teacher should be identified who can provide ELA
support.

The forms of mentorship can include but are not limited to:
- Content specific coaching
- Grave Level and/or Department Meetings
- New Teacher Orientation
- Coaching for an Administrator
- Co-Planning with an Education Specialist Teacher
- Co-Planning with an ELA expert

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 - Logistical help before and during the school year
- District-wide trainings and/or Professional Development
- Review and discuss lesson plans
- Attending seminars or workshops
- Classroom observations and evaluation
- Observations of other teachers in their classrooms
- Co-Teaching with Mentor Teacher or other teachers
- Weekly planning
- Support in work related writing
- Progress Check Meetings and completion of the Development Evaluation form
- Goal Setting Support for IDP and other general Goal Setting exercises
- Email, phone, and/or in-person communication with Mentor Teacher

SECTION VII

MANDATORY REPORTING

CTC’s Coded Correspondence, 19-01, Subject: Certificate of Clearance: Purposes, Uses, and
Responsibilities of Holders, states the responsibility of holders of the Certificate of Clearance
related to mandatory reporting. All University of Redlands teacher candidates hold a current
Certificate of Clearance and are bound these responsibilities.

Responsibilities of Holders
All holders of documents issued by the Commission, including the COC, are mandated
reporters. This means that they are required to report every known or suspected instance
of child abuse or child neglect to a child with whom they have had professional contact.
Reports are to be made immediately, or as soon as is practically possible, to a law
enforcement or child protective agency in addition to any report made to their supervisor
or employer. Written reports and any evidence of abuse/neglect must be submitted within
36 hours of when the individual becomes aware of the abuse. Failure to report any known
or suspected act of neglect or abuse is a misdemeanor punishable by up to six months in
jail or by a fine of one thousand dollars, or by both. The full legal and professional
obligations of a COC holder are contained in the Child Abuse and Neglect Reporting Act
(Penal Code § 11166).

INTERN AND PROFESSIONAL DEVELOPMENT

The candidate is strongly recommended to seek out professional affiliations to develop

professional identity and network. For instance, the Student California Teacher Association
(SCTA) is an active organization, a subdivision of the California Teacher Association (CTA),
that promotes teacher quality, political action, community service, and diversity. By networking
with others who will soon enter the teaching profession, the candidate would benefit from
cultivating a sense of belongingness to begin fostering the professional trajectory. The SCTA
also provides liability insurance for members as well as grant opportunities for qualified member
applicants. https://www.cta.org/About-CTA/Who-We-Are/SCTA

2020-2021 Teaching Internship Handbook, School of Education (updated July 2020) 15

 TITLE IX

The University of Redlands is committed to providing a safe learning environment for all
students that is free of all forms of discrimination, sexual misconduct, and sexual harassment,
including sexual assault, domestic violence, dating violence, and stalking. If the candidate (or
someone the candidate knows) has experienced or experiences any of these incidents, they
should know that the University of Redlands has staff members trained to provide support in
navigating campus life, accessing health and counseling services, providing academic
accommodations, no contact orders, and more.

*Please be aware that all University of Redlands faculty members and advisors are “responsible
employees,” which means that if the candidate shares about a situation involving sexual
harassment, sexual assault, dating violence, domestic violence, or stalking, faculty must share
that information with the Title IX Coordinator. Although faculty and advisors have to make that
notification, the candidate will control how their case will be handled, including whether or not
they wish to pursue a formal complaint. The candidate should be informed to make sure they are
aware of the range of options available and have access to the resources.

To report an incident, the candidate can:

● Report online at: www.redlands.edu/titleix
● Contact the Title IX Office: Erica Moorer, [email protected] or 909-748-8916

SECTION VIII

AFTER THE INTERNSHIP

Preliminary Credential Recommendation

The candidate should be aware the requirements to be recommended for the Preliminary
Credential. See Pathway to Credentialing for requirements and credential application. At the
conclusion of the internship, and if all credential requirements have been met, the candidate will
submit the credential application to their advisor.

Induction and Clear Credential

Preliminary Credential holders need to participate in an induction program to upgrade to a clear
credential. The Preliminary Credential is valid for 5 years and the induction program should take
place during this 5-year period. Candidates should research induction programs and talk to their
administrator about completing induction. Some districts offer their own induction program,
others do not.

Job Searching
The Office of Career and Professional Development at the University of Redlands is a
university-wide resource to current students and alumni. They can assist with cover letters and
personal statement writing, interviewing skills, mock interviewing, networking, professional

2020-2021 Teaching Internship Handbook, School of Education (updated July 2020) 16

development, and other career related matters. The candidate is encouraged to use this resource.
https://www.redlands.edu/student-affairs/ocpd/

SECTION IX

TEACHING PERFORMANCE EXPECTATIONS

TPEs for Multiple Subject and Single Subject candidates

Candidates will familiarize themselves with and employ the TPEs. See full TPE guidelines from
CTC.

TPE 1: Engaging and Supporting All Students in Learning

1. Apply knowledge of students, including their prior experiences, interests, and social emotional
learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic
backgrounds, to engage them in learning.
2. Maintain ongoing communication with students and families, including the use of technology
to communicate with and support students and families, and to communicate achievement
expectations and student progress.
3. Connect subject matter to real-life contexts and provide active learning experiences to engage
student interest, support student motivation, and allow students to extend their learning.
4. Use a variety of developmentally and ability-appropriate instructional strategies, resources, and
assistive technology, including principles of Universal Design of Learning (UDL) and Multi-
Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of
learners within the general education classroom and environment.
5. Promote students' critical and creative thinking and analysis through activities that provide
opportunities for inquiry, problem solving, responding to and framing meaningful questions,
and reflection.
6. Provide a supportive learning environment for students' first and/or second language
acquisition by using research-based instructional approaches, including focused English
Language Development, Specially Designed Academic Instruction in English (SDAIE),
scaffolding across content areas, and structured English immersion, and demonstrate an
understanding of the difference among students whose only instructional need is to acquire
Standard English proficiency, students who may have an identified disability affecting their
ability to acquire Standard English proficiency, and students who may have both a need to
acquire Standard English proficiency and an identified disability.
7. Provide students with opportunities to access the curriculum by incorporating the visual and
performing arts, as appropriate to the content and context of learning.
8. Monitor student learning and adjust instruction while teaching so that students continue to be
actively engaged in learning.

TPE 2: Creating and Maintaining Effective Environments for Student Learning

1. Promote students' social-emotional growth, development, and individual responsibility using
positive interventions and supports, restorative justice, and conflict resolution practices to

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 foster a caring community where each student is treated fairly and respectfully by adults and
peers.
2. Create learning environments (i.e., traditional, blended, and online) that promote productive
student learning, encourage positive interactions among students, reflect diversity and multiple
perspectives, and are culturally responsive.
3. Establish, maintain, and monitor inclusive learning environments that are physically, mentally,
intellectually, and emotionally healthy and safe to enable all students to learn, and recognize
and appropriately address instances of intolerance and harassment among students, such as
bullying, racism, and sexism.
4. Know how to access resources to support students, including those who have experienced
trauma, homelessness, foster care, incarceration, and/or are medically fragile.
5. Maintain high expectations for learning with appropriate support for the full range of students
in the classroom.
6. Establish and maintain clear expectations for positive classroom behavior and for student-to-
student and student-to-teacher interactions by communicating classroom routines, procedures,
and norms to students and families.

TPE 3: Understanding and Organizing Subject Matter for Student Learning

1. Demonstrate knowledge of subject matter, including the adopted California State Standards
and curriculum frameworks.
2. Use knowledge about students and learning goals to organize the curriculum to facilitate
student understanding of subject matter, and make accommodations and/or modifications as
needed to promote student access to the curriculum.
3. Plan, design, implement, and monitor instruction consistent with current subject-specific
pedagogy in the content area(s) of instruction, and design and implement disciplinary and
cross-disciplinary learning sequences, including integrating the visual and performing arts as
applicable to the discipline
4. Individually and through consultation and collaboration with other educators and members of
the larger school community, plan for effective subject matter instruction and use multiple
means of representing, expressing, and engaging students to demonstrate their knowledge.
5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use
of academic language within learning activities to promote the subject matter knowledge of all
students, including the full range of English learners, Standard English learners, students with
disabilities, and students with other learning needs in the least restrictive environment.
6. Use and adapt resources, standards-aligned instructional materials, and a range of technology,
including assistive technology, to facilitate students' equitable access to the curriculum.
7. Model and develop digital literacy by using technology to engage students and support their
learning, and promote digital citizenship, including respecting copyright law, understanding
fair use guidelines and the use of Creative Commons license, and maintaining Internet security.
8. Demonstrate knowledge of effective teaching strategies aligned with the internationally
recognized educational technology standards.

TPE 4: Planning Instruction and Designing Learning Experiences for All Students
1. Locate and apply information about students' current academic status, content- and standards-
related learning needs and goals, assessment data, language proficiency status, and cultural
background for both short-term and long-term instructional planning purposes.

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 2. Understand and apply knowledge of the range and characteristics of typical and atypical child
development from birth through adolescence to help inform instructional planning and learning
experiences for all students.
3. Design and implement instruction and assessment that reflects the interconnectedness of
academic content areas and related student skills development in literacy, mathematics,
science, and other disciplines across the curriculum, as applicable to the subject area of
instruction.
4. Plan, design, implement and monitor instruction, making effective use of instructional time to
maximize learning opportunities and provide access to the curriculum for all students by
removing barriers and providing access through instructional strategies that include:
• appropriate use of instructional technology, including assistive technology;
• applying principles of UDL and MTSS;
• use of developmentally, linguistically, and culturally appropriate learning activities,
instructional materials, and resources for all students, including the full range of English
learners;
• appropriate modifications for students with disabilities in the general education
classroom;
• opportunities for students to support each other in learning; and
• use of community resources and services as applicable.
5. Promote student success by providing opportunities for students to understand and advocate
for strategies that meet their individual learning needs and assist students with specific learning
needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
6. Access resources for planning and instruction, including the expertise of community and
school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or
networking.
7. Plan instruction that promotes a range of communication strategies and activity modes between
teacher and student and among students that encourage student participation in learning.
8. 8. Use digital tools and learning technologies across learning environments as appropriate to
create new content and provide personalized and integrated technology-rich lessons to engage
students in learning, promote digital literacy, and offer students multiple means to demonstrate
their learning.

TPE 5: Assessing Student Learning

1. Locate and apply information about students' current academic status, content- and standards-
related learning needs and goals, assessment data, language proficiency status, and cultural
background for both short-term and long-term instructional planning purposes.
2. Understand and apply knowledge of the range and characteristics of typical and atypical child
development from birth through adolescence to help inform instructional planning and learning
experiences for all students.
3. Design and implement instruction and assessment that reflects the interconnectedness of
academic content areas and related student skills development in literacy, mathematics,
science, and other disciplines across the curriculum, as applicable to the subject area of
instruction.
4. Plan, design, implement and monitor instruction, making effective use of instructional time to
maximize learning opportunities and provide access to the curriculum for all students by
removing barriers and providing access through instructional strategies that include:

2020-2021 Teaching Internship Handbook, School of Education (updated July 2020) 19

 • appropriate use of instructional technology, including assistive technology;
• applying principles of UDL and MTSS;
• use of developmentally, linguistically, and culturally appropriate learning activities,
instructional materials, and resources for all students, including the full range of English
learners;
• appropriate modifications for students with disabilities in the general education
classroom;
• opportunities for students to support each other in learning; and
• use of community resources and services as applicable.
5. Promote student success by providing opportunities for students to understand and advocate
for strategies that meet their individual learning needs and assist students with specific learning
needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
6. Access resources for planning and instruction, including the expertise of community and
school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or
networking.
7. Plan instruction that promotes a range of communication strategies and activity modes between
teacher and student and among students that encourage student participation in learning.
8. 8. Use digital tools and learning technologies across learning environments as appropriate to
create new content and provide personalized and integrated technology-rich lessons to engage
students in learning, promote digital literacy, and offer students multiple means to demonstrate
their learning.

TPE 6: Developing as a Professional Educator

1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge
to plan and implement instruction that can improve student learning.
2. Recognize their own values and implicit and explicit biases, the ways in which these values
and implicit and explicit biases may positively and negatively affect teaching and learning, and
work to mitigate any negative impact on the teaching and learning of students. They exhibit
positive dispositions of caring, support, acceptance, and fairness toward all students and
families, as well as toward their colleagues.
3. Establish professional learning goals and make progress to improve their practice by routinely
engaging in communication and inquiry with colleagues.
4. Demonstrate how and when to involve other adults and to communicate effectively with peers
and colleagues, families, and members of the larger school community to support teacher and
student learning.
5. Demonstrate professional responsibility for all aspects of student learning and classroom
management, including responsibility for the learning outcomes of all students, along with
appropriate concerns and policies regarding the privacy, health, and safety of students and
families. Beginning teachers conduct themselves with integrity and model ethical conduct for
themselves and others.
6. Understand and enact professional roles and responsibilities as mandated reporters and comply
with all laws concerning professional responsibilities, professional conduct, and moral fitness,
including the responsible use of social media and other digital platforms and tools.
7. Critically analyze how the context, structure, and history of public education in California
affects and influences state, district, and school governance as well as state and local education
finance.

2020-2021 Teaching Internship Handbook, School of Education (updated July 2020) 20

TPEs for Education Specialist candidates
Candidates will familiarize themselves with and employ the TPEs. See full TPE guidelines from
CTC.

TPE 1: Engaging and Supporting All Students in Learning

1. Demonstrate the ability to collaboratively develop and implement Individualized Education
Programs (IEP), including instructional goals that ensure access to the Common Core State
Standards and California Preschool Learning Foundations, as appropriate, that lead to
effective inclusion of students with disabilities in the general education core curriculum.
2. Demonstrate understanding of students with complex communication needs (e.g., students
with limited verbal ability,) in order to foster access and build comprehension, and develop
appropriate language development goals within the IEPs for those students.
3. Demonstrate knowledge of students’ language development across disabilities and the life
span, including typical and atypical language development, communication skills, social
pragmatics, the hierarchy of brain based learning skills (e.g. executive functioning) and
vocabulary/semantic development as they relate to the acquisition of academic knowledge and
skills.
4. Monitor student progress toward learning goals as identified in the academic content
standards and the IEP/Individual Transition plan (ITP).
5. Demonstrate the ability to develop IEPs/ITPs with students and their families, including goals
for independent living, post-secondary education, and careers, with appropriate connections
between the school curriculum and life beyond high school.
6. Facilitate and support students in assuming increasing responsibility for learning and self-
advocacy based on individual needs, with appropriate transitions between academic levels in
programs and developing skills related to career, college, independent living and community
participation.
7. Use strategies to support positive psychosocial development and self-determined behavior of
students with disabilities.

TPE 2: Creating and Maintaining Effective Environments for Student Learning

1. Develop accommodations and modifications specific to students with disabilities to allow
access to learning environments, including incorporating instructional and assistive
technology, and alternative and augmentative procedures to optimize the learning
opportunities and outcomes for all students, and to move them toward effective inclusion in
general education settings.
2. Demonstrate the ability to support the movement, mobility, sensory and specialized health
care needs required for students to participate fully in classrooms, schools and the community.
Organize a safe environment for all students that include barrier free space for independent
mobility, adequate storage and operation of medical equipment (as appropriate) and other
mobility and sensory accommodations.
3. Demonstrate the ability to address functional limitations of movement and/or sensation for
students with orthopedic impairments who may have a co-existing health impairment and/or
intellectual disability but have difficulty accessing their education due to physical limitations.
4. Collaborate with families and appropriate related services personnel to support access to, and
optimal learning experiences for, students with mild to moderate support needs in a wide

2020-2021 Teaching Internship Handbook, School of Education (updated July 2020) 21

 variety of general education and specialized academic instructional settings, included but not
limited to the home, natural environments, educational settings in hospitals and treatment
centers, and classroom or itinerant instructional delivery and/or consultation in
public/nonpublic school programs.
5. Demonstrate knowledge of the communicative intent of students’ behavior as well as the
ability to help students develop positive communication skills and systems to replace negative
behavior.
6. Demonstrate the ability to identify if a student’s behavior is a manifestation of his or her
disability and to develop positive behavior intervention plans inclusive of the types of
interventions and multi-tiered systems of supports that may be needed to address these
behavior issues.
7. Understand and access in a collaborative manner with other agency professionals the variety
of interventions, related services and additional supports, including site-based and community
resources and agencies, to provide integrated support for students with behavior, social,
emotional, trauma, and/or mental health needs.
8. Apply and collaboratively implement supports needed to establish and maintain student
success in the least restrictive environment, according to students’ unique needs.
9. Demonstrate the skills required to ensure that interventions and/or instructional environments
are appropriate to the student’s chronological age, developmental levels, and disability-
specific needs, including community-based instructional environments.
10. Implement systems to assess, plan, and provide academic and social skills instruction to
support positive behavior in all students, including students who present complex social
communication, behavioral and emotional needs.
11. Demonstrate the knowledge, skills and abilities to understand and address the needs of the
peers and family members of students who have sustained a traumatic brain injury as they
transition to school and present with a change in function.

TPE 3: Understanding and Organizing Subject Matter for Student Learning

1. Adapt, modify, accommodate and differentiate the instruction of students with identified
disabilities in order to develop appropriate goals and accommodations and facilitate access to
the Least Restrictive Environment (LRE).
2. Demonstrate knowledge of disabilities and their effects on learning, skills development,
social-emotional development, mental health, and behavior, and of how to access and use
related services and additional supports to organize and support effective instruction.
3. Demonstrate comprehensive knowledge of atypical development associated with various
disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders,
cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament),
and their implications for learning.

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 TPE 4: Planning Instruction and Designing Learning Experiences for All Students
1. Demonstrate the ability to use assistive technology, augmentative and alternative
communication (AAC) including low- and high-tech equipment and materials to facilitate
communication, curriculum access, and skills development of students with disabilities.
2. Demonstrate the ability to use evidenced-based high leverage practices with a range of
student needs, and evaluate a variety of pedagogical approaches to instruction, including
instructional sequences, unit and lesson plans, in order to provide students with disabilities
equitable access to the content and experiences aligned with the stateadopted core
curriculum.
3. Demonstrate the ability to identify and use behaviorally based teaching strategies with the
understanding that behaviors are communicative and serve a function.
4. Demonstrate the ability to create short and long-term goals that are responsive to the unique
needs of the student and meet the grade level requirements of the core curriculum, and which
are systematically adjusted as needed to promote maximum learning and academic
achievement within inclusive environments.
5. Demonstrate knowledge of core challenges associated with the neurology of open or closed
head injuries resulting in impairments and adjust teaching strategies based upon the unique
profile of students who present with physical/medical access issues or who retain a general
fund of knowledge, but demonstrate difficulty acquiring and retaining new information due
to poor memory processing, as well as neuro behavioral issues.
6. Coordinate, collaborate, co-teach and communicate effectively with other service providers,
including paraprofessionals, general education teachers, parents, students, and community
agencies for instructional planning and planning for successful student transitions.
7. Use person-centered/family centered planning processes, and strengths-based,
functional/ecological assessments across classroom and non-classroom contexts that lead to
students’ meaningful participation in core, standards-based curriculum, life skills curriculum,
and/or wellness curriculum, and that support progress toward IEP goals and objectives.

TPE 5: Assessing Student Learning

1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of
assessments used to determine special education eligibility, progress monitoring, and
decision making regarding eligibility, placement in LRE, and services. Candidates also apply
knowledge of when and how to use assessment sources that integrate alternative statewide
assessments, formative assessments, and formal/informal assessment results as appropriate,
based on students’ needs.
2. Each candidate utilizes assessment data to: 1) identify effective intervention and support
techniques, 2) develop needed augmentative and alternative systems, 3) implement
instruction of communication and social skills, 4) create and facilitate opportunities for
interaction; 5) develop communication methods to demonstrate student academic knowledge;
and 6) address the unique learning, sensory and access needs of students with
physical/orthopedic disabilities, other health impairments, and multiple disabilities.
3. Demonstrate knowledge of special education law, including the administration and
documentation of assessments and how to hold IEP meetings according to the guidelines
established by law.

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 4. Demonstrate knowledge of requirements for appropriate assessment and identification of
students whose cultural, ethnic, gender, or linguistic differences may be misunderstood or
misidentified as manifestations of a disability.
5. Demonstrate knowledge of second language development and the distinction between
language disorders, disabilities, and language differences.
6. Know how to appropriately administer assessments according to the established protocols for
each assessment. Candidates also understand how to implement appropriate accommodations
on assessments for students with disabilities that do not fundamentally alter the nature and/or
content of what is being tested, and how to use AAC appropriately for facilitating the
participation in the assessment of students with complex communications needs.

TPE 6: Developing as a Professional Educator

1. Demonstrate the ability to coordinate and collaborate effectively with paraprofessionals and
other adults in the classroom.
2. Identify and understand conflict resolution techniques that use communication, collaboration,
and mediation approaches to address conflicts and disagreements that may arise during the
facilitation of an IEP meeting or collaboration with other professionals.
3. Demonstrate knowledge of historical interactions and contemporary legal, medical,
pedagogical, and philosophical models of social responsibility, treatment and education in
the lives of individuals with disabilities.
4. Demonstrate knowledge of federal, state, and local policies related to specialized health care
in educational settings.
5. Demonstrate knowledge of the unique experiences of families of students who are
chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have
degenerative conditions.
6. Possess the knowledge that the diminishment or loss of previous abilities (learning, social,
physical) may have significant, long-term effects on the self-concept and emotional well-
being of the student who acquires a traumatic brain injury as well as on their family
members, requiring the provision of appropriate supports and services to address these
issues.

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