Fails to conduct or rarely conducts assessment strategies. Fails to collaborate or rarely collaborates with family and team members Fails to provide or rarely provides assessment information that accurately communicates orally or in writing a profile of the strengths and challenges of students. Has conducted formal or informal assessment strategies with direction from supervisor. Has collaborated with family and team members. Has provided assessment information that communicates orally or in writing a basic profile of the strengths and challenges of students. Frequently conducts formal and informal assessment strategies. Frequently collaborates with family and team members. Frequently provides assessment information that communicates orally or in writing a comprehensive profile of the strengths and challenges of students. Consistently conducts comprehensive formal and informal assessment strategies. Consistently collaborates with family and team members. Consistently provides assessment information that effectively communicates orally or in writing a dynamic profile of the strengths and challenges of students. 4. Development, implementation, and evaluation of IEPs including demonstration of a working knowledge of federal and state laws pertaining to special education Unsatisfactory Needs Improvement Proficient Exemplary Does not accurately develop IEPs that reflect student learning needs and services; does not document and evaluate IEP services. Does not demonstrate knowledge of federal and state laws pertaining to special education. Develops accurate IEPs that reflect student learning needs and services through some data analysis and collaboration with stakeholders; partially documents and evaluates IEP services. Effectively collaborates with IEP teams (parents, student, teachers/paraprofessionals and other educational staff) in a manner that demonstrates knowledge of federal and state laws pertaining to special education. Develops internally consistent IEPs that reflect student learning needs and services through data analysis and collaboration with stakeholders; documents, and evaluates IEP services. Effectively collaborates with IEP teams (parents, student, teachers/ paraprofessionals and other educational staff) in a manner that demonstrates knowledge of federal and state laws pertaining to special education. Develops clear, internally consistent IEPs that reflect student learning needs and services through data analysis and collaboration with stakeholders; leads, documents and evaluates IEP services. Supports and collaborates with IEP teams (parents, student, teachers/ paraprofessionals, other educational staff) while continuously demonstrating knowledge of federal and state special education laws.
5. Differentiation of curriculum, instruction, assessment, and classroom environment including integration of augmentative and alternative communication and other assistive and medical technologies including orthotic devices, computer-moderated prosthetic devices Unsatisfactory Improvement Proficient Exemplary Fails to demonstrate or rarely demonstrates the ability to plan, design, modify, differentiate and evaluate curriculum, instructional materials and classroom environments for students with severe disabilities. Fails to utilize or rarely utilizes appropriate team members to integrate augmentative and alternative communication and other assistive and medical technologies. Has demonstrated the ability to plan, design, modify, differentiate and evaluate curriculum, instructional materials and classroom environments for students with severe disabilities. Has utilized appropriate team members to integrate augmentative and alternative communication and other assistive and medical technologies. Frequently demonstrates the ability to plan, design, modify, differentiate and evaluate curriculum, instructional materials and classroom environments for students with severe disabilities while utilizing appropriate team members to integrate augmentative and alternative communication and other assistive and medical technologies. Consistently demonstrates ability to plan, design, modify, differentiate and evaluate curriculum, instructional materials and classroom environments for students with severe disabilities. Consistently supports and utilizes appropriate team members while integrating augmentative and alternative communication and other assistive and medical technologies. 6. Strategies to support inclusion of students with severe disabilities in general education classrooms and across school settings Unsatisfactory Improvement Proficient Exemplary
Fails to demonstrate or rarely demonstrates strategies to support inclusion of students with severe disabilities in general education classrooms and across all school settings and activities. Fails to communicate and consult with team members. Has demonstrated strategies to support inclusion of students with severe disabilities in general education classrooms and across all school settings and activities. Has communicated and consulted with team members. Frequently demonstrates strategies to support inclusion of students with severe disabilities in general education classrooms and across all school settings and activities. Frequently communicates and consults with team members. Consistently demonstrates strategies to support inclusion of students with severe disabilities in general education classrooms and across all school settings and activities. Consistently communicates and consults with team members. 7. Knowledge of alternative program models and human service agency options across the education/transition continuum ages 3-22 Unsatisfactory Needs Improvement Proficient Exemplary Fails to demonstrate or rarely demonstrates understanding of the continuum of service options and/or agency supports or their role in the coordination of services for students ages 3-22. Has demonstrated a partial understanding of the continuum of service options and/or agency supports for students ages 3-22. Frequently demonstrates an understanding of the continuum of agency supports for students ages 3-22, facilitation of transitions, and the process for securing services aligned to student needs. Consistently demonstrates a comprehensive understanding of the continuum of agency supports for students ages 3-22, systematically coordinate transitions and services, and consistently work collaboratively with external agencies. 8. Understanding of the foundations of reading including phonological awareness, phonemic awareness, concepts of print, the alphabetic principle, phonics and word analysis skills and strategies and comprehension Unsatisfactory Needs Improvement Proficient Exemplary