Rarely identifies when a child would require the use of assistive technology (low tech, medium tech, high tech) or augmentative communication and rarely finds appropriate resources for the student and communicates this need to caregivers and service providers as appropriate. Identifies some cases when a child would require the use of assistive technology (low tech, medium tech, high tech) or augmentative communication and identifies appropriate resources for the student; communicates this need to caregivers and service providers as appropriate. Frequently identifies when a would require the use of assistive technology (low tech, medium tech, high tech) or augmentative communication and identifies and delivers appropriate resources for the student; communicates this need to caregivers and service providers as appropriate. Consistently identifies when a child would require the use of assistive technology (low tech, medium tech, high tech) or augmentative communication and identifies and delivers appropriate resources for the student; communicates this need to caregivers and service providers as appropriate. 5. Ways to prepare and maintain students with disabilities for general education classrooms; for example, use of behavior management principles Unsatisfactory Needs Improvement Proficient Exemplary Rarely collaborates with general education staff to identify skills and supports students need to be successful in the general education environment; rarely develops and implements instructional and behavioral strategies that improve academic and social-emotional outcomes for students with disabilities. Coordinates with general education staff to identify the basic skills and supports students need to be successful in the general education environment; develops and implements basic instructional and behavioral strategies that improve academic and social-emotional outcomes for students with disabilities. Collaborates with general education staff to identify the essential skills and supports students need to be successful in the general education environment; develops and implements instructional and behavioral strategies that improve academic and social-emotional outcomes for students with disabilities. Partners with general education staff to identify the essential skills and supports students need to be successful in the general education environment; develops and implements impactful instructional and behavioral strategies that significantly improve academic and outcomes for students with disabilities. 6. Knowledge of services provided by other agencies Unsatisfactory Needs Improvement Proficient Exemplary
Rarely applies instructional approaches that support individualized student learning needs. Applies instructional approaches that support individualized student learning needs; differentiates supports on a sound understanding of the basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence. Frequently applies instructional approaches that support individualized student learning differentiates supports on a thorough understanding of the basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence. Consistently applies instructional approaches that support individualized student learning needs; meaningfully differentiates supports based on a thorough understanding of the basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence. * Candidates must meet at least a Needs Improvement readiness threshold across all indicators on the specific license with the exception of two indicators have been deemed as priority indicators; on these, the candidate must meet a readiness threshold of at least Proficient. Priority indicators are marked with an asterisk (*) on the SG&S form.