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Special Education “Look-For” statements linked to McREL ~Revised 2/18/14~

STANDARD I: TEACHERS DEMONSTRATE LEADERSHIP


A. LEADS IN THE CLASSROOM
Directing the work of paraprofessionals (12)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Has a basic understanding of . . . and . . .and …and


the roles and responsibilities
of paraprofessional staff. o Contributes to the coordination of o Considers strengths and interests of o Informs administrators, teachers, and parents of the
o Understands the need for paraprofessional schedules. paraprofessionals when aligning tasks. roles and responsibilities paraprofessionals have in the
scheduling and planning for o Maintains professional, positive and o Organizes and provides materials, educational program.
paraprofessional staff. supportive interactions with modification examples and resources o Participates in district wide paraprofessional training
o Demonstrates the desire to paraprofessional staff including two-way to paraprofessionals. and professional development opportunities as a coach
assist paraprofessionals in communication. o Self-initiates smooth transitions for or facilitator.
the promotion of student o Meets with paraprofessional staff regularly paraprofessional substitutes due to o Provides regular and direct feedback to
independence. to provide direction and guidance. absences or changes in daily schedules, paraprofessional staff to facilitate professional growth
o Provides embedded professional to promote continued student and learning.
development opportunities related to achievement.
program and student needs. o Advocates for increased student
o Ensures paraprofessionals have knowledge independence.
of and access to need-to-know
components of individual student plans to
promote student independence.
B. LEADS IN THE SCHOOL
C. LEADS IN THE TEACHING PROFESSION
D. ADVOCATES FOR THE SCHOOL AND STUDENTS
Pre-referral and referral process (5)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands pre-referral . . . and . . . and . . . and


interventions are required by
law. o Demonstrates knowledge and o Demonstrates knowledge of the pre- o Participates and actively supports the tenets of the
o Understands that pre-referral understanding of district procedures for referral/intervention process by Intervention Team process.
interventions must be pre-referrals and specialized program documenting interventions in the o Supports other educators in understanding the
completed prior to referral referrals. evaluation and IEP process. mission of intervention within the special education
unless emergency situation o Applies intervention/ problem solving o Effectively collaborates with other process.
arises. processes with IEP team within the special educators and embeds successful o Is considered a leader in advocating for student
education process. interventions into specialized services. intervention at the building and/or district level.

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E. DEMONSTRATES HIGH ETHICAL STANDARDS


Professional responsibilities and ethics (27)
DEVELOPING PROFICIENT ACCOMPLISHED DISTRINGUISHED

o Attends events for . . . and . . . and . . . and


development and
professional growth. o Actively engages and contributes during o Contributes in fulfilling building or o Engages in the objective and systematic evaluation of
o Understands that building meetings and professional department responsibilities. themselves, services, and programs for the purpose of
participation in meetings is development opportunities. o Utilizes research based practices to continuous improvement of professional
important. o Maintains accurate student records and increase student achievement. performance.
o Has some understanding of assures appropriate safeguards are in place o Displays the ability to continually grow o Participates as a mentor to other special educators
evidence based-practices. in providing due process. and change to fulfill the mission of the and/or field experience candidates.
o Demonstrates honest o Identifies and uses evidence based organization. o Empowers parents and students in the educational
communication. practices. o Maintains current knowledge of process.
policies, procedures and laws. o Disseminates information about new professional
knowledge and evidence based practices.
Data privacy
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

. . . and . . . and . . . and

o Understands the laws o Applies understanding of data privacy o Collaborates with team members to o Demonstrates the leadership ability to promote data
regarding confidential when information is shared with others on respect and reinforces the need for privacy at a building and/or district level.
information and data privacy a need to know basis. data privacy.
for students and families. o Data is kept and shared in a matter that o Serves as a role model for non-licensed
o Understands what ensures confidentiality. staff, colleagues, volunteers, parents
constitutes an “educational o Keep accurate records or logs about how and students surrounding data privacy.
record” data is transmitted to other parties,
including contact logs, consent to release,
and other methods.

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STANDARD II: TEACHERS ESTABLISH A RESPECTUL ENVIRONMENT FOR A DIVERSE POPULATION


A. PROVIDES AN ENVIRONMENT THAT IS INVITING, RESPECTUL, SUPPORTING, INCLUSIVE AND FLEXIBLE.
SPED IV – A Physical arrangement and classroom structure (21)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands the need for a . . . and . . . and . . . and


learning environment that is
conducive to student needs o The learning environment encourages o The learning environment, routines o The learning environment is unique and created to
(behaviors, mobility, access, active participation by learners in a variety and transition times are consistently meet the needs of specific groups of students.
of individual and group learning activities. structured to meet the needs of o The environment is developmentally appropriate and
etc.).
o Classroom structure is safe, positive, individual students. serves as a model for others.
supportive, and values diversity.

B. EMBRACES DIVERSITY IN THE SCHOOL COMMUNITY AND IN THE WORLD


C. TREATS STUDENTS AS INDIVIDUALS
SPED IV – B Classrooms/Individual Behavior Management System and Strategies (6)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands the basic tenets . . . and . . . and . . . and


for crisis intervention (may
not be CPI trained). o Uses non-violent crisis intervention o Demonstrates a variety of creative and o Serves as a resource, coach or trainer in regards to
o Understands the need for a strategies to manage student behavior effective behavior management developing behavior plans and/or crisis prevention and
range of behavior (CPI). strategies for both individual and group intervention.
management strategies. o Demonstrates a variety of effective intervention. o Serves as a resource to others for creative, effective
o Social skills/regulation is part behavior management techniques. o Students, parents and staff are able to behavior management strategies.
of the individual plan when o A positive, strength-based classroom understand and describe the individual o Others may replicate the classroom
they have been identified as behavior management system is evident in or group behavior intervention behavior management system.
a need. the classroom. system(s). o Serves on a crisis team for the building – is called upon
o Implements student behavior management o Social and behavior skills are pro- by others to assist in crisis situations.
plans as written, monitor’s progress and actively taught through a variety of
makes adjustments when appropriate. strategies and applicable in a variety of
o Recognizes the need for a pro-active environments.
positive rather than punitive system. Social and behavior skills are measured
in a variety of settings.
D. ADAPTS TEACHING FOR THE BENEFIT OF STUDENTS WITH SPECIAL NEEDS
SPED IV – D Service provision and implementation of IEP/IFSP (7)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands student’s . . . and . . . and . . . and


individual needs and how to
access IFSP/IEP. o Coordinates services and facilitates o Leads team in coordination of services o Provides training and coaching to others on
o Understands the need to implementation of IFSP/IEP to ensure and implementation of IFSP/IEP to coordination of services and implementation of

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fulfill the students IEP/IFSP as services are provided in accordance with ensure highest quality of interventions IFSP/IEP services to ensure a high degree of student
it is written. individual plan. for individual students. progress and fidelity of plan implementation.
o Ensures all team members get need-to- o Makes changes to the IEP/IFSP
know information (i.e. adaptations, immediately when appropriate, does
modifications) not wait until next annual meeting.
o Seeks assistance if IEP/IFSP cannot be
implemented or services are not being
provided in accordance with individual
plan.
E. WORKS COLLABORATIVELY WITH FAMILIES AND SIGNIFICANT ADULTS IN THE LIVES OF THEIR STUDENTS
SPED III – B Collaboration with team members including related service providers, outside agencies (18)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands the need for . . . and . . . and . . . and


collaboration with related
service providers. o Collaboration with related service o There is a system for two-way o Teams provide training and support to others on effective
o Demonstrates a desire to providers occurs on a regular basis communication and feedback and collaboration.
collaborate with all members including two-way communication related communication occurs regularly. o Collaboration with outside agencies is promoted.
of the student’s educational to meeting coordination and due process. o Collaboration with outside agencies is o Ability to access outside resources within district
team both within and outside o Collaboration with outside agencies occurs consistently facilitated for students and guidelines for students and families is modeled for
of the organization. as needed. families (e.g. invitations and other team members.
o Has a basic understanding of o Demonstrates a clear understanding of attendance are documented at team o Provides embedded training and coaches team
the role of related service roles and responsibilities of all team meetings). members to enhance understanding of related services,
provider. members. o Demonstrates an understanding of the service delivery options and cross-discipline
o Related services are incorporated continuum of related services and collaboration.
into each student’s program as necessary, service delivery options.
without over servicing.

SPED III - A Collaboration with general education (6)


DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands the need for . . . and . . . and . . . and


collaboration with general
education teachers. o Collaborates with general education o Collaboration is respectful, student- o Special education and general education are
o Understands the need for teachers in team and/or individual student centered, ongoing and proactive to integrated to maximize involvement in the general
student participation in meetings. meet student needs in a variety of education curriculum and/or environment.
general curriculum. o Facilitates students participate in general environments. o Promotes improved collaboration by coaching team
o Demonstrates the desire to curriculum at an appropriate level. o Participates in general education team members, allows and encourages others to observe
have high expectations for all o Has high expectations for all students. planning meetings on an on-going their collaboration skills and communication systems,
students. o A system is in place for consistent, two-way basis. shares tips with others, assists and mentors others at
communication. o The individual uses a variety of creative the building and/or district level.
approaches in support of the general o Shows leadership among colleagues on inclusion
education curriculum and standards. practices and high expectations in general education
curriculum for all students with special needs.

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STANDARD III: TEACHERS KNOW THE CONTENT THEY TEACH


A. ALIGNS INSTRUCTION WITH THE STATE STANDARDS AND DISTRICT APPROVED CURRICULUM
SPED II – A Federal laws and regulations/state law and rules applicable to special education (18)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands basic tenets of . . . and . . . and . . . and


IDEA and Minnesota Rule.
o Able to articulate the general o Understands IDEA and Minnesota Rule and o Demonstrates knowledge and o Shares knowledge with a variety of audiences
premise to parents or team can apply it to general due process, application of IDEA and Minnesota (parents, students, and staff).
members. functions of the team and specific student Laws and rules including case law. o Demonstrates and explains to team member’s
o Seeks more information from situations. o Utilizes IDEA and Minnesota laws and appropriate changes in the law and rules as they occur
others when not able to fully o Demonstrates application of professional rules to support IEP member’s in a coaching or training manner.
understand or answer key responsibilities related to students on case application to individual students. o Advocates respectfully for the rights of special
questions. load. education students at the building and/or district
level.
B. KNOWS THE CONTENT APPROPRIATE TO THE TEACHING SPECIALTY
SPED I – E Eligibility criteria (6)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands that MN has . . . and . . . and . . . and


specific eligibility criteria
components for special o Accurately applies and completes o Demonstrates a comprehensive o Reviews data comprehensively and conveys
education. applicable eligibility criteria checklist in the understanding of multiple eligibility information about eligibility to other team members.
o Demonstrates an acute data management system as part of the areas, beyond the scope of individual o Synthesizes information to develop a student profile,
understanding of eligibility evaluation process. licensure areas. which may be used to determine the most appropriate
criteria for the area(s) of o Completion of eligibility form includes o Effectively explains the difference area of eligibility.
licensure. documentation of team member input. regarding initial and reevaluation
eligibility criteria.
C. RECOGNIZING THE INTERCONNECTEDNESS OF CONTENT AREAS/DISCIPLINES
SPED IV – F The golden thread and student benefit (3)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o The impact of the students’ …and …and …and


disability is clearly described
in the academic and school o Present level baseline data, student need, o The minutes on the service grid o Provides mentoring and modeling for other staff in
setting. adaptations and modifications identified in connect to the related services and understanding the purpose and mission of the
o Understands how the IEP the IEP/IFSP clearly link back to the last specially designed instruction.
IEP/IFSP process.
process provides access to educational evaluation. o The accommodations and
education and demonstrates o Goals and objectives, supplementary aides modifications are specific to the
educational progress. and services, and related services address activities that are impacted by the
the impact of the disability in all areas disability.
identified in the PLP statement. o Progress reporting connects to the

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goals and objectives and accurately


reflects progress.

D. MAKES INSTRUCTION RELEVANT TO STUDENTS

STANDARD IV: TEACHERS FACILITATE LEARNING FOR THE STUDENTS


A. KNOWS THE WAYS IN WHICH LEARNING TAKES PLACE, AND THE APPROPRIATE LEVELS OF INSTRUCTIONAL, PHSYCIAL, SOCIAL, AND
EMOTIONAL DEVELOPMENT OF STUDENTS
SPED I – D Interpretation and application of evaluation results (8)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands how to obtain . . . and . . . and . . . and


and access evaluation results.
o Understands how to enter o Applies understanding of evaluation results o Models best practices and conveys o Demonstrates leadership on evaluation teams at the
evaluation data into special and presents this information to parents, information concisely, accurately, and building and/or district level surrounding interpretation of
education data management students, and staff with accuracy. respectfully. evaluation results.
system. o Information presented includes individual o Assimilates and synthesizes results o Models and supports other educators in understanding
scores, cumulative test results, and the from a variety of sources including the link between evaluation results and educational plans.
impact of results on education. outside evaluations provided by
parents.
o Applies results by linking evaluation
data to meaningful educational plans.
B. PLANS INSTRUCTION APPROPRIATE FOR STUDENTS
SPED II – F Overall IFSP/IEP (9)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands the basic . . . and . . . and . . . and


requirement components
of an IEP/IFSP. o Utilizes web-based IEP system consistently o Identifies reasons for citations in o Provides embedded training and support
o Demonstrates knowledge and effectively. other/example IEP/IFSP documents. to others in IFSP/IEP writing.
of web-based IEP system. o IEP/IFSP includes required components o Consistently monitors IEP/IFSP for o IEP/IFSP’s can serve as a model for quality,
o Able to collaboratively utilizing parent friendly language and links quality, compliance, and readability. compliance, professionalism and best practice.
complete due process IEP to the evaluation results (i.e. minimizes o Routinely conducts informal file o Routinely conducts informal longitudinal
file review using state acronyms/ jargon, respectfully identifies reviews for students on their caseload file review for students on case load and uses the
and/or district form with student strengths and needs). and uses the results to improve future results to improve future practice.
their supervisor. o Accesses training and support to remain up practice
o Seeks additional due to date including in-district and out of o Demonstrates very few citations on
process IEP assistance district opportunities. evaluations completed in an informal
from appropriate team o Able to effectively complete one file review file review, randomly selected.
members when needed. independently using state and/or district
form.

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C. USES A VARIETY OF INSTRUCTIONAL METHODS


SPED IV – C Planning and implementing research-based instructional strategies (10)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Has a basic understanding of . . . and . . . and . . . and


instructional strategies.
o Understands that instruction o Implements specialized research based o Has a vast repertoire of instructional o Works at the building and/or district level to identify
needs to be individualized for instruction to groups and individual strategies to meet the needs of a research based instructional strategies that meet the
students students. variety of students. needs of the student population.
o Maps curriculum based on state and o Uses ongoing assessment to monitor o Provides professional development leadership around
district standards to meet the needs of the outcomes of teaching and adapts instructional strategies.
students with unique learning needs. curriculum based on data and student o Coaches, allows and encourages others to observe
o Plans instruction and implements strategies needs. their instructional strategies to promote replication of
with carryover from general education best-practices.
curriculum.
D. INTEGRATES AND UTILZIES TEACHNOLOGY IN INSTRUCTION
E. HELPS STUDENTS DEVELOP CRITICAL THINKING AND PROBLEM-SOLVING SKILLS
SPED II – D Behavior procedures (5)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands that there are . . . and . . . and . . . and


legal requirements
surrounding FBA, BIP and o Understands the importance and influence o Utilizes a large repertoire of behavior o Demonstrates extensive knowledge of behavioral
restrictive procedures. a BIP has in the classroom. strategies, interventions, techniques strategies and techniques, and instructs, models, and
o Demonstrates an o Demonstrates consideration of evaluation and tools when developing behavioral guides other staff through the use and
understanding of positive results and how the FBA and student needs plans. implementation of behavioral procedures.
behavioral supports. lead into an individualized BIP that includes o BIPs include applicable methods of
o Can locate BIP documents, all required components. ongoing data collection and systems
supports and resources in o Seeks input from general education staff, for meaningful progress monitoring.
building and in electronic specialists, parent/guardian and student o Demonstrates and understanding of
data management system. when developing BIPs. restrictive procedures, maintains a
o Understands restrictive procedures and the data collection system of behaviors
purpose/function of these procedures. and procedures used, and seeks
strategies to prevent these
occurrences.
o IEP/IFSP, adaptations and BIP align.

F. HELPS STUDENTS WORK IN TEAMS AND DEVELOP LEADERSHIP QUALITIES


G. COMMUNICATES EFFECTIVELY
SPED III – D Interpersonal communication skills (25)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

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o Demonstrates a desire to . . . and . . . and . . . and


resolve conflicts.
o Demonstrates understanding o Maintains a positive attitude when o Develops relationships with staff based o Promotes effective communication at the building
of various communication communicating with others. on mutual respect. and/or district level by modeling effective problem
methods. o Feedback from others is accepted and o Actively involves staff in ways that solving skills, utilizing a variety of conflict resolution
o Values communication with reciprocated. supports their dignity, culture, strategies, demonstrating reflective practices and
team members and o Responds to conflict in a positive, language, and background. coaching others.
stakeholders. respectful manner while continuing o Promotes systematic communication o Serves as a resource to others in regards to processing
o Asks for help from others to build and maintain relationships. with all stakeholders. and resolving conflict situations.
when conflict arises. o Does not avoid conflict, but rather o Demonstrates reflective practice with o Maintains a high level of professional competence and
views conflict as a learning desire to continuously improve integrity in exercising professional judgment to benefit
opportunity. communication skills. students, staff, and families.
o Approaches colleagues directly to o Individual sought out by building and district staff as:
resolve conflicts. knowledgeable, respected, and a leader in their field.
SPED II – C Meeting facilitation (6)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Utilizes an agenda to guide all . . . and . . . and . . . and


meetings.
o Invites all appropriate o Agendas are detailed and include all o Prepares team members prior to the o Utilizes technology tools and/or visuals to assist in the
members to meetings. required tasks. meeting, such as providing agendas organization and delivery of agenda items to ensure
o Has a basic understanding of o Is prepared for each meeting with ahead of time with guided questions thorough yet concise summary of content.
best practices in meeting appropriate files, papers, tools and for team members to address at o Services as a model for team members and the
facilitation materials. meeting (i.e. how disability impacts district. Coaches team members, allows and
o Treats all team members o Notice of team meeting reflects invitation progress in gen ed.) encourages others to observe their facilitation skills,
professionally and of all required team members with o Effectively facilitates meetings (i.e. shares tips with others, assists to train and mentor
respectfully. accurate titles and adequate notification follows agenda and required others at the building and/or district level.
o Solicits outside supports and time. components, monitors time, elicits
requests assistance from o Defines roles and responsibilities for team input from all members, summarizes
supervisor when needed. members prior to beginning meetings (note content in parent-friendly language to
taker, time tracker, etc…). link to proposal/PWN).
o Actively seeks input from all team o Follows a systematic process of conflict
members during team meetings. resolution and consistently applies
o Demonstrates an awareness of potential conflict resolution strategies in
areas of conflict and/or disagreement in meeting situations.
order to anticipate and prepare responses. o Reflects on meeting effectiveness and
continues to improve each meeting
structure.
SPED II – B Timelines and notices (7)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Has a basic understanding of . . . and . . . and . . . and


timelines and appropriate
notice of team meetings are o Able to articulate and demonstrate o Able to establish a time management o Mentors others on how to demonstrate an organized
on file. descriptions of annual meeting dates, no system that demonstrates an system that ensures timelines are met, appropriate, and

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o Demonstrates an gaps in service and importance of meeting organized system to ensure timelines notices are on file.
understanding and intention all time line requirements. are consistently met, and all team o Individual supports and oversees system to ensure
to improve and meet all o Timelines relevant to due process citations members are aware of timelines, compliance and organization.
timelines moving forward. are met with appropriate documentation. appropriate notices are on file, and o Services as a resource and coach to others. Provides
o Seeks assistance and asks o Coordinates the progress reporting notices include all team members. examples of organizational system to others via special
relevant questions when timelines with all related service providers. o Demonstrates that organizational education insider (staff to staff resources), individual
needed. methods are continually updated and coaching and/or presenting at district in-service.
accurate.
o Utilizes case manager reports in web-
based IEP program to monitor
timelines.

H. USES A VARIETY OF METHODS TO ASSESS WHAT EACH STUDENT HAS LEARNED


SPED I – C Application of evaluation tools (18)
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands how to utilize . . . and . . . and . . . and


basic evaluation tools, such
as terminology, ethical o Applies basic terminology, ethical o Effectively selects appropriate o Trains other educators in the understanding of
considerations, and considerations, administration procedure, evaluation tools that identify student terminology, ethical considerations, administration
administration procedure. and limitations (validity and reliability) of needs and yield results that link to procedures and limitations (validity and reliability) of
o Understands standardization evaluation tools. educational plans and continued evaluation tools.
procedures. o Obtains accurate, systematic, and progress monitoring. o Demonstrates the leadership ability to encourage use
o Can identify both formal, comprehensive data through formal and o Utilizes a large repertoire of non- of a large repertoire of evaluation tools at a school
informal and curriculum informal testing and observation within discriminatory evaluation tools to and/or district level.
based evaluation tools. required timelines. adequately assess student needs as
required for evaluation, without over
evaluation.

SPED II – E Data collection/progress monitoring (18)


DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Individual plan includes and… and… and…


identification of the method
and frequency that progress o Demonstrates a system to consistently o Progress reports include a combination o Coaches others on effective strategies of data
will be reported. collect data on goals and objectives to of both numeric and narrative data for collection and use of data to inform instruction.
o Understands and identifies inform progress reports. each goal area. o Demonstrates leadership in the area of data collection
systems for accurately o Data is sufficiently thorough enough to o Has a robust repertoire of data and progress monitoring by providing in-service
collecting data to inform document and demonstrate progress. collection methods to meet the needs instruction and training, offering examples and
progress reports. o When data indicates little or inadequate of various learners. support to team members or sharing methods and
o Demonstrates completed progress, a team meeting is scheduled to o Adapts current IEP and instruction strategies through staff-to-staff resources.
number of required progress address this. based on progress reports and use of
reports for students on o Seeks information from team members to data collection system.
caseload embed into progress reporting. o Able to effectively articulate and
o Progress reports are clear and easily demonstrate a link between data

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understood by parents and team members. collection method, progress reporting


and effective instruction.

SPED IV – E Formative assessment, monitoring/adjusting instruction based on progress/data collection (12)


DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands the importance . . . and . . . and . . . and


of ongoing data collection as
it relates to special education o Demonstrates a system of ongoing data o Data is used to adjust individual o Provides training/consultation and/or modeling for
due process procedures. collection in the classroom, data collected student IEP/IFSP (i.e. goals and special others on assessment and data collection systems.
o Understands different is consistent with data collection education services). o Provides assistance to others in developing
methods of data collection. requirements of individual student plans. o Effectively uses formative data and measurement/data collection systems.
o Assessments are given to students at immediate student feedback to adjust
regular intervals consistent with general lesson or instructional strategy while
education. remaining focused on the learning
o Individual student data is reviewed to target/ goal as defined in individual
guide selection of individualized IEP/IFSP.
instructional material and strategies. o Effectively uses summative data to
review student progress on learning
target/ individualized goal and
determine if re-teaching is necessary,
utilizes different approaches if re-
teaching is needed.
SPED I – F Overall evaluation reports
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

o Understands the basic . . . and . . . and . . . and


required components of an
evaluation report. o Accesses training and support to remain up to o Monitors reports for quality, o Provides embedded training and support to others in
o Demonstrates basic date including in-district and out of district compliance, and readability. writing evaluation reports.
knowledge of web-based opportunities. o Routinely conducts informal file o Reports can serve as a model for quality, compliance,
due process system. o Reports include all evaluation tool reviews for students on their caseload professionalism and best practice.
o Able to collaboratively components, succinctly summarized, and uses the results to improve future
complete file review using without the use of jargon or acronyms. practice
state and/or district form and o Utilizes web-based due process system o Identifies reasons for citations in
process with supervisor. consistently and effectively. other/example evaluation reports.
o Seeks additional assistance o Able to effectively complete one file review o Demonstrates very few citations on
from appropriate team independently using state and/or district evaluations completed in an informal
members when needed. form. file review, randomly selected.

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STANDARD V: TEACHERS REFLECT ON THEIR OWN PRACTICE


A. ANALYZES STUDENT LEARNING
B. LINKS PROFESSIONAL GROWTH TO PROFESSIONAL GOALS
C. FUNCTIONS EFFECTIVELY IN A COMPLEX, DYNAMIC ENVIRONMENT

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