Rubric for LDT-C Evaluation Domain 1 for LDT-Cs: Planning and Preparation COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE 1a: Demonstrating knowledge and skill in using educational instruments to evaluate students LDT-C demonstrates little or no knowledge and skill in using educational instruments to evaluate students. LDT-C uses a limited number of educational instruments to evaluate students. LDT-C uses a variety of methods to evaluate students and determine accurate levels of assessments LDT-C uses a wide range of educational instruments to evaluate students and knows the proper situations in which each should be used. 1b: Demonstrating knowledge of child and adolescent development and academic milestones LDT-C demonstrates little or no knowledge of child and adolescent development and academic milestones. LDT-C demonstrates basic knowledge of child and adolescent development and academic milestones. LDT-C demonstrates thorough knowledge of child and adolescent development and academic milestones. LDT-C demonstrates extensive knowledge of child and adolescent development and academic milestones and knows variations of the typical patterns. 1c: Establishing expectations for the academic supports appropriate to the setting and the students served LDT-C has no clear expectations for the academic supports, or they are inappropriate to either the situation or the age of the students. LDT-C's expectations for the educational supports are rudimentary and are partially suitable to the situation and the age of the students. LDT-C's expectations for the educational supports are clear and appropriate to the situation in the school and to the age of the students. LDT-C's expectations for the educational support are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents, and colleagues. 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district LDT-C demonstrates little or no knowledge of governmental regulations or of resources for students available through the school or district. LDT-C displays awareness of governmental regulations and of resources for students available through the school or district, but no knowledge of resources available more broadly. LDT-C displays awareness of governmental regulations and of resources for students available through the school or district and some familiarity with resources external to the district LDT-C's knowledge of governmental regulations and of resources for students is extensive, including those available through the school or district and in the community.
1e: Planning strategies to help support students in a regular education or special education settings to promote student success LDT-C's plan consists of a random collection of unrelated activities, lacking coherence or an overall structure. LDT-C's plan has a guiding principle and includes a number of worthwhile activities, but some of them don't fit with the broader goals. LDT-C has developed a plan that includes the important supports for the student in the setting. LDT-C's plan is highly coherent and preventive and serves to support students individually, within the broader educational program. 1f: Designs a plan to review student’s academic progress in the recommended program. LDT-C does not have a plan to review the program or resists suggestions that such an evaluation is important. LDT-C has a rudimentary plan to review the psychology program. LDT-C’s plan to review the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. LCT-C's plan to review the program is highly sophisticated, with varied sources of evidence and a clear path toward improving the progress on an ongoing basis. Domain 2 for LDT-Cs: The Environment COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE 2a: Creating an environment of respect and rapport LDT-C's interactions with the IEP team are negative or inappropriate and the LDT-C does not promote positive interactions among the other team members LDT-C's interactions are a mix of positive and negative; the efforts at encouraging positive interactions among the IEP team are partially successful. LDT-C's interactions with the IEP team are positive and respectful; LDT-C actively promotes positive interactions. IEP team members seek out the LDT-C, reflecting a high degree of comfort and trust in the relationship. 2b: Establishing a culture for learning throughout the school LDT-C makes no attempt to establish a culture for learning in the school as a whole, either among students or teachers, or between students and teachers. LDT-C's attempts to promote a culture throughout the school for learning in the school among students and teachers are partially successful. LDT-C promotes a culture throughout the school for learning in the school among students and teachers. The culture in the school for learning among students and teachers, while guided by the LDT-C, is maintained by both teachers and students.
2c: Establishing and maintaining clear procedures for referrals No procedures for referrals have been established; when teachers want to refer a student for special services, they are not sure how to go about it. LDT-C has established procedures for referrals, but the details are not always clear. Procedures for referrals and for meetings and consultations with parents and administrators are clear to everyone. Procedures for all aspects of referral and testing protocols are clear to everyone and have been developed in consultation with teachers and administrators. 2d: Establishing standards of conduct in the testing center No standards of conduct have been established and LDT-C disregards or fails to address negative student behavior during an evaluation. Standards of conduct appear to have been established in the testing center. LDT-C's attempts to monitor and correct negative student behavior during an evaluation are partially successful. Standards of conduct have been established in the testing center. LDT-C monitors student behavior against those standards; response to students is appropriate and respectful. Standards of conduct have been established in the testing center. LDT-C's monitoring of students is subtle and preventive, and students engage in of behavior. 2e: Organizing physical space for testing of students and storage of materials The testing center is disorganized and poorly suited to student evaluations. Materials are not stored in a secure location and are difficult to find when needed. Materials in the testing center are stored securely, but the center is not completely, well organized, and materials are difficult to find when needed. The testing center is well organized; materials are stored in a secure location and are available when needed. The testing center is highly organized and is inviting to students. Materials are stored in a secure location and are convenient when needed.
Domain 3 for School LDT-Cs: Delivery of Service COMPONENT L E V E L O F P E R F O R M A N C E INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE; 3a: Responding to referrals; consulting with teachers and administrators LDT-C fails to consult with colleagues or to tailor evaluations to the questions raised in the referral. LDT-C consults on a sporadic basis with colleagues, making partially successful attempts to tailor evaluations to the questions raised in the referral. LDT-C consults frequently with colleagues, tailoring evaluations to the questions raised in the referral. LDT-C consults frequently with colleagues, contributing own insights and tailoring evaluations to the questions raised in the referral. 3b: Evaluating student needs in compliance with Association of Learning Consultants (NJALC) guidelines LDT-C resists administering evaluations, selects instruments inappropriate to the situation, or does not follow established procedures and guidelines. LDT-C attempts to administer appropriate evaluation instruments to students but does not always follow established time lines and safeguards. LDT-C administers appropriate evaluation instruments to students and ensures that all procedures and safeguards are faithfully adhered to. LDT-C selects, from a broad repertoire, those assessments that are most appropriate to the referral questions and conducts information sessions with colleagues to ensure that they fully understand and comply with procedural time lines and safeguards. 3c: Case Management LDT-C declines to assume responsibility of assigned case LDT-C assumes responsibility of case when directed to do so, preparing adequate lEPs. LDT-C assumes responsibility of the case as a standard expectation; prepares detailed lEPs. LDT-C assumes responsibility of the case and takes initiative in assembling materials and resources for meetings. lEPs are prepared in an exemplary manner. 3d: Planning interventions to maximize students' likelihood of success LDT-C fails to plan interventions suitable to students, or interventions are mismatched with the findings of the assessments. LDT-C's plans for students are partially suitable for them or are sporadically aligned with identified needs. LDT-C's plans for students are suitable for them and are aligned with identified needs. LDT-C develops comprehensive plans for students, finding ways to creatively meet student needs and incorporate many related elements.