therefore is effective in explaining due process to others. Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 4) Special Education Components of Professional Practice Rubric Domain 5c Rubric: Testing and Assessment Component Standard Target of Performance Examples of Evidence Unsatisfactory Basic Proficient Distinguished 5c.1 : Planning for Testing and Assessment Standard #2 – Professional Knowledge Standard #3 - Colleagueship Does not know what measures assess what Does not seek consultation regarding assessment. Has knowledge of basic measures (intellectual, achievement) but not beyond a few examples. Knows who to ask for assistance to ensure adhering to the process. what measures assess what areas (skills, disabilities). Has knowledge of resources (personnel, consultants, staff) – adheres to due process. Demonstrates extensive knowledge of assessments, applications and their relationship to disabilities. -Evaluation plans and reports -Observation -Testing reports by special educator -Applicable coursework Evidence: ( Briefly document evidence, if any, that supports this area) 5c.2 : Administering Testing Measures Standard #2 – Professional Knowledge Has no training or skills in any test administration AND/OR administers in an inappropriate environment, displays ineffective interactions with student, does not follow test protocols. Has had workshops in specific tests administration and, with supervision, can evaluate students in a reliable way resulting in valid findings. Follows test protocol; had training; interaction with students is effective; proper setting. Educator has acquired in-depth training with assessment. Educator has above-average repertoire of assessments s/he can administer with a high level of expertise. -Observation -Applicable course work -Evaluation reports by special educator -Testing protocols -Student interview Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District
Name: Date: (Special Education Department Teacher Summative Assessment Form, page 5) 5c.3 : Interpreting Data Standard #2 – Professional Knowledge Standard #5 - Accountability Does not understand test scores / results and / or misinterprets results frequently. Understands scores/ results but will need assistance to relate them to student performance. Understands scores / results and how they relate to student performance. Educator is able to explain scores and results to others and readily apply them to student performance and planning. -Applicable coursework - Observation during the meeting -IEP’s - Evaluation plans and reports. Evidence: ( Briefly document evidence, if any, that supports this area) 5c.4 : Report Writing Standard #2 – Professional Knowledge Standard #3 - Colleagueship Educator’s reports do not demonstrate and understanding of the material. Educator’s reports provide basic information accurately but do not provide an analysis of the data in a useful way. Reports are user friendly, grammatically correct, understandable; information is accurate and recommendations are appropriate and timely, effectively integrating all relevant information. Educator’s reports reflect analysis of findings. -Testing reports Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 6) 5c.5: Communicating Results Standard #2 – Professional Knowledge Standard #3 – Colleagueship Standard #4 - Advocacy Educator is unable to explain testing and assessment results at even the most level. Educator explains testing results in an insensitive manner and/or in a way that misinforms the parents and team. Educator is able to explain basic concepts of testing results but has difficulty responding to additional questions that require more knowledge of measures; scoring or recommendations. Educator explains testing results in a clear manner to parents and team members. Is able to respond to basic and commonly asked questions. Presents in a professional manner. Educator demonstrates the ability to accurately explain testing results with ease and to respond knowledgably when parent and team members have questions about the testing data. -Observation during meeting -Parent interview
Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 7) Special Education Department Components of Professional Practice Rubric Domain 5d Rubric: Supervision of Educational Assistants Component Standard Target of Performance Examples of Evidence Unsatisfactory Basic Proficient Distinguished 5d.1: Daily Management Standard #2 – Professional Knowledge Standard #3 - Colleagueship Educator is unaware of what assistants are doing on a daily basis. Educator is unavailable and does not provide supervision. Educator does not display respectful interactions with assistants. Educator assistants’ basic schedules and assignments but may not be aware on a daily basis about their activities. Can provide basic supervision but does not provide training. Has a thorough knowledge of schedules and assignments. Is accessible, provides interactive modeling for assistants; meets regularly for supervision / training; has respectful interactions with assistants. Educator demonstrates skill in developing schedules and assignments for assistants. Provides professional development opportunities on a regular basis. -Assistant schedules -Observation of supervision meetings -Assistant interviews -Memos to assistants Evidence: ( Briefly document evidence, if any, that supports this area) 5d.2 : Annual Performance Evaluations Standard #2 – Professional Knowledge Standard #5 - Accountability Does not participate in annual performance evaluation as requested. Participates in annual performance evaluation but does not demonstrate an understanding of the evaluation process as requested. Participates in annual performance evaluation as requested by administration. Educator demonstrates knowledge of assistants’ performance and insight into strengths and areas in need of improvement. Is objective in observations and articulate in any written requirements. -Assistant performance evaluation
Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 9) 5e.3: Collaborating Standard #2 – Professional Knowledge Standard #3 – Colleagueship Educator does not interact with team members or resources or is ineffective in those interactions. Educator understands the need for collaboration but may require assistance in integration of information. Communication is sincere but may be lacking / expertise. Effectively integrates input and information from the team and other resources.; effectively communicates (timely, professional, and relevant.) Educator emerges as a leader on working to plan for students. Readily facilitates the synthesis of data and guides teams toward collaborative decision making. -Observations of meetings -Meeting minutes / notes -IEPs / other paperwork Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 10) Special Education Department Components of Professional Practice Rubric Domain 5f Rubric: Knowledge of and Skills Specific to Qualifying Disabilities Component Standard Target Level of Performance Examples of Evidence Unsatisfactory Basic Proficient Distinguished 5f.1: Services , Goals, Objectives, Accommodations Standard #2 – Professional Knowledge Standard #4 - Advocacy IEPs do not reflect students accurately and / or are not relevant to disabilities. IEPs are generally appropriate but there may be missing connections of disability to needs, services; progress and / or not clearly defined levels of performance. IEP’s reflect students’ disabilities and unique education needs, levels of performance, services and anticipated progress. IEP’s emerge as blueprints for each student, guiding mainstream teachers and specialist in providing FAPE for special education students. -Student progress reports -Student / parent interview
Evidence: ( Briefly document evidence, if any, that supports this area) 5f.2 School Curriculum, State Standards for all Students Standard #2 – Professional Knowledge Standard #5 - Accountability Educator is not of or disregards school curriculum and state standards. Educator has knowledge curriculum and standards and refers to appropriate documents and eligibility decisions and IEP development. Eligibility decisions and IEPs reflect individual school curriculum and/or appropriate levels of “state standards”. Educator ensures that the teams consider school curriculum and state standards throughout the special education process and has extensive knowledge of both. -IEPs -Evaluations Plans and reports -Observation of meetings Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 11) 5f.3: Evaluation Plans and Reports Standard #2 – Professional Knowledge Does not have an understanding of qualifying disabilities and/or their relationship to assessment measures, evaluator expertise, eligibility regulations. Educator has some understanding of qualifying disabilities and how to increase that knowledge. May require significant advance preparations as each “new” disability is encountered in practice. Has knowledge to identify when student may have a disability and need for evaluation. Find); Frames and phrases questions to obtains desired information/data for evaluation plan. Demonstrates knowledge appropriate assessment tools and evaluator; Has ability to guide team through eligibility Has ability to synthesize data/information obtained through evaluations; Demonstrates ability to make recommendations appropriate to disabilities Educator has extensive knowledge regarding all qualifying disabilities and uses the regulations manual as a procedural guide. Has understanding of evaluation issues for qualifying disabilities and demonstrates expertise in helping teams make relevant evaluation, eligibility and recommendation decisions. -Evaluation Plans and Reports -Observation of meetings -Applicable coursework