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

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

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

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E. DEMONSTRATES HIGH ETHICAL STANDARDS
Professional responsibilities and ethics (27)
DEVELOPING
o Attends events for
development and
professional growth.
o Understands that
participation in meetings is
important.
o Has some understanding of
evidence based-practices.
o Demonstrates honest
communication.
Data privacy
DEVELOPING
o Understands the laws
regarding confidential
information and data privacy
for students and families.
o Understands what
constitutes an “educational
record”
PROFICIENT
. . . and
o Actively engages and contributes during
building meetings and professional
development opportunities.
o Maintains accurate student records and
assures appropriate safeguards are in place
in providing due process.
o Identifies and uses evidence based
practices.
PROFICIENT
. . . and
o Applies understanding of data privacy
when information is shared with others on
a need to know basis.
o Data is kept and shared in a matter that
ensures confidentiality.
o Keep accurate records or logs about how
data is transmitted to other parties,
including contact logs, consent to release,
and other methods.
ACCOMPLISHED
. . . and
o Contributes in fulfilling building or
department responsibilities.
o Utilizes research based practices to
increase student achievement.
o Displays the ability to continually grow
and change to fulfill the mission of the
organization.
o Maintains current knowledge of
policies, procedures and laws.
ACCOMPLISHED
. . . and
o Collaborates with team members to
respect and reinforces the need for
data privacy.
o Serves as a role model for non-licensed
staff, colleagues, volunteers, parents
and students surrounding data privacy.
Specialized Education Services, Eastern Carver County Schools
DISTRINGUISHED
. . . and
o Engages in the objective and systematic evaluation of
themselves, services, and programs for the purpose of
continuous improvement of professional
performance.
o Participates as a mentor to other special educators
and/or field experience candidates.
o Empowers parents and students in the educational
process.
o Disseminates information about new professional
knowledge and evidence based practices.
DISTINGUISHED
. . . and
o Demonstrates the leadership ability to promote data
privacy at a building and/or district level.
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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
(behaviors, mobility, access,
etc.).
o The learning environment encourages
active participation by learners in a variety
of individual and group learning activities.
o Classroom structure is safe, positive,
supportive, and values diversity.
o The learning environment, routines o The learning environment is unique and created to
and transition times are consistently meet the needs of specific groups of students.
structured to meet the needs of o The environment is developmentally appropriate and
individual students. serves as a model for others.

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 Understands the need for a strategies to manage student behavior
range of behavior (CPI).
management strategies. o Demonstrates a variety of effective
o Social skills/regulation is part behavior management techniques.
of the individual plan when o A positive, strength-based classroom
they have been identified as behavior management system is evident in
a need. the classroom.
o Implements student behavior management
plans as written, monitor’s progress and
makes adjustments when appropriate.
o Recognizes the need for a pro-active
positive rather than punitive system.
D. ADAPTS TEACHING FOR THE BENEFIT OF STUDENTS WITH SPECIAL NEEDS
SPED IV – D Service provision and implementation of IEP/IFSP (7)
DEVELOPING PROFICIENT
o Demonstrates a variety of creative and
effective behavior management
strategies for both individual and group
intervention.
o Students, parents and staff are able to
understand and describe the individual
or group behavior intervention
system(s).
o Social and behavior skills are pro-
actively taught through a variety of
strategies and applicable in a variety of
environments.
Social and behavior skills are measured
in a variety of settings.
ACCOMPLISHED
o Serves as a resource, coach or trainer in regards to
developing behavior plans and/or crisis prevention and
intervention.
o Serves as a resource to others for creative, effective
behavior management strategies.
o Others may replicate the classroom
behavior management system.
o Serves on a crisis team for the building – is called upon
by others to assist in crisis situations.
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
it is written.
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
o Understands the need for
collaboration with related
service providers.
o Demonstrates a desire to
collaborate with all members
of the student’s educational
team both within and outside
of the organization.
o Has a basic understanding of
the role of related service
provider.
SPED III - A Collaboration with general education (6)
DEVELOPING
o Understands the need for
collaboration with general
education teachers.
o Understands the need for
student participation in
general curriculum.
o Demonstrates the desire to
have high expectations for all
students.
services are provided in accordance with
individual plan.
o Ensures all team members get need-to-
know information (i.e. adaptations,
modifications)
o Seeks assistance if IEP/IFSP cannot be
implemented or services are not being
provided in accordance with individual
plan.
PROFICIENT
. . . and
o Collaboration with related service
providers occurs on a regular basis
including two-way communication related
to meeting coordination and due process.
o Collaboration with outside agencies occurs
as needed.
o Demonstrates a clear understanding of
roles and responsibilities of all team
members.
o Related services are incorporated
into each student’s program as necessary,
without over servicing.
PROFICIENT
. . . and
o Collaborates with general education
teachers in team and/or individual student
meetings.
o Facilitates students participate in general
curriculum at an appropriate level.
o Has high expectations for all students.
o A system is in place for consistent, two-way
communication.
ensure highest quality of interventions
for individual students.
o Makes changes to the IEP/IFSP
immediately when appropriate, does
not wait until next annual meeting.
ACCOMPLISHED
. . . and
o There is a system for two-way
communication and feedback and
communication occurs regularly.
o Collaboration with outside agencies is
consistently facilitated for students and
families (e.g. invitations and
attendance are documented at team
meetings).
o Demonstrates an understanding of the
continuum of related services and
service delivery options.
ACCOMPLISHED
. . . and
o Collaboration is respectful, student-
centered, ongoing and proactive to
meet student needs in a variety of
environments.
o Participates in general education team
planning meetings on an on-going
basis.
o The individual uses a variety of creative
approaches in support of the general
education curriculum and standards.
Specialized Education Services, Eastern Carver County Schools
IFSP/IEP services to ensure a high degree of student
progress and fidelity of plan implementation.
DISTINGUISHED
. . . and
o Teams provide training and support to others on effective
collaboration.
o Collaboration with outside agencies is promoted.
o Ability to access outside resources within district
guidelines for students and families is modeled for
other team members.
o Provides embedded training and coaches team
members to enhance understanding of related services,
service delivery options and cross-discipline
collaboration.
DISTINGUISHED
. . . and
o Special education and general education are
integrated to maximize involvement in the general
education curriculum and/or environment.
o Promotes improved collaboration by coaching team
members, allows and encourages others to observe
their collaboration skills and communication systems,
shares tips with others, assists and mentors others at
the building and/or district level.
o Shows leadership among colleagues on inclusion
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
premise to parents or team
members.
o Seeks more information from
others when not able to fully
understand or answer key
questions.
B. KNOWS THE CONTENT APPROPRIATE TO THE TEACHING SPECIALTY
SPED I – E Eligibility criteria (6)
DEVELOPING
o Understands IDEA and Minnesota Rule and
can apply it to general due process,
functions of the team and specific student
situations.
o Demonstrates application of professional
responsibilities related to students on case
load.
PROFICIENT
o Demonstrates knowledge and
application of IDEA and Minnesota
Laws and rules including case law.
o Utilizes IDEA and Minnesota laws and
rules to support IEP member’s
application to individual students.
ACCOMPLISHED
o Shares knowledge with a variety of audiences
(parents, students, and staff).
o Demonstrates and explains to team member’s
appropriate changes in the law and rules as they occur
in a coaching or training manner.
o Advocates respectfully for the rights of special
education students at the building and/or district
level.
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
setting.
o Understands how the IEP
process provides access to
education and demonstrates
educational progress.
o Present level baseline data, student need,
adaptations and modifications identified in
the IEP/IFSP clearly link back to the last
educational evaluation.
o Goals and objectives, supplementary aides
and services, and related services address
the impact of the disability in all areas
identified in the PLP statement.
o The minutes on the service grid o Provides mentoring and modeling for other staff in
connect to the related services and understanding the purpose and mission of the
specially designed instruction.
IEP/IFSP process.
o The accommodations and
modifications are specific to the
activities that are impacted by the
disability.
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
evaluation data into special
education data management
system.
B. PLANS INSTRUCTION APPROPRIATE FOR STUDENTS
SPED II – F Overall IFSP/IEP (9)
DEVELOPING
o Applies understanding of evaluation results
and presents this information to parents,
students, and staff with accuracy.
o Information presented includes individual
scores, cumulative test results, and the
impact of results on education.
PROFICIENT
o Models best practices and conveys
information concisely, accurately, and
respectfully.
o Assimilates and synthesizes results
from a variety of sources including
outside evaluations provided by
parents.
o Applies results by linking evaluation
data to meaningful educational plans.
ACCOMPLISHED
o Demonstrates leadership on evaluation teams at the
building and/or district level surrounding interpretation of
evaluation results.
o Models and supports other educators in understanding
the link between evaluation results and educational plans.
DISTINGUISHED

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

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

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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
restrictive procedures.
o Demonstrates an
understanding of positive
behavioral supports.
o Can locate BIP documents,
supports and resources in
building and in electronic
data management system.
o Understands the importance and influence
a BIP has in the classroom.
o Demonstrates consideration of evaluation
results and how the FBA and student needs
lead into an individualized BIP that includes
all required components.
o Seeks input from general education staff,
specialists, parent/guardian and student
when developing BIPs.
o Understands restrictive procedures and the
purpose/function of these procedures.
o Utilizes a large repertoire of behavior o Demonstrates extensive knowledge of behavioral
strategies, interventions, techniques strategies and techniques, and instructs, models, and
and tools when developing behavioral guides other staff through the use and
plans. implementation of behavioral procedures.
o BIPs include applicable methods of
ongoing data collection and systems
for meaningful progress monitoring.
o Demonstrates and understanding of
restrictive procedures, maintains a
data collection system of behaviors
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
resolve conflicts.
o Demonstrates understanding
of various communication
methods.
o Values communication with
team members and
stakeholders.
o Asks for help from others
when conflict arises.
SPED II – C Meeting facilitation (6)
DEVELOPING
o Utilizes an agenda to guide all
meetings.
o Invites all appropriate
members to meetings.
o Has a basic understanding of
best practices in meeting
facilitation
o Treats all team members
professionally and
respectfully.
o Solicits outside supports and
requests assistance from
supervisor when needed.
SPED II – B Timelines and notices (7)
DEVELOPING
o Has a basic understanding of
timelines and appropriate
notice of team meetings are
on file.
. . . and
o Maintains a positive attitude when
communicating with others.
o Feedback from others is accepted and
reciprocated.
o Responds to conflict in a positive,
respectful manner while continuing
to build and maintain relationships.
o Does not avoid conflict, but rather
views conflict as a learning
opportunity.
o Approaches colleagues directly to
resolve conflicts.
PROFICIENT
. . . and
o Agendas are detailed and include all
required tasks.
o Is prepared for each meeting with
appropriate files, papers, tools and
materials.
o Notice of team meeting reflects invitation
of all required team members with
accurate titles and adequate notification
time.
o Defines roles and responsibilities for team
members prior to beginning meetings (note
taker, time tracker, etc…).
o Actively seeks input from all team
members during team meetings.
o Demonstrates an awareness of potential
areas of conflict and/or disagreement in
order to anticipate and prepare responses.
PROFICIENT
. . . and
o Able to articulate and demonstrate
descriptions of annual meeting dates, no
. . . and
o Develops relationships with staff based
on mutual respect.
o Actively involves staff in ways that
supports their dignity, culture,
language, and background.
o Promotes systematic communication
with all stakeholders.
o Demonstrates reflective practice with
desire to continuously improve
communication skills.
ACCOMPLISHED
. . . and
o Prepares team members prior to the
meeting, such as providing agendas
ahead of time with guided questions
for team members to address at
meeting (i.e. how disability impacts
progress in gen ed.)
o Effectively facilitates meetings (i.e.
follows agenda and required
components, monitors time, elicits
input from all members, summarizes
content in parent-friendly language to
link to proposal/PWN).
o Follows a systematic process of conflict
resolution and consistently applies
conflict resolution strategies in
meeting situations.
o Reflects on meeting effectiveness and
continues to improve each meeting
structure.
ACCOMPLISHED
. . . and
o Able to establish a time management
system that demonstrates an
Specialized Education Services, Eastern Carver County Schools
. . . and
o Promotes effective communication at the building
and/or district level by modeling effective problem
solving skills, utilizing a variety of conflict resolution
strategies, demonstrating reflective practices and
coaching others.
o Serves as a resource to others in regards to processing
and resolving conflict situations.
o Maintains a high level of professional competence and
integrity in exercising professional judgment to benefit
students, staff, and families.
o Individual sought out by building and district staff as:
knowledgeable, respected, and a leader in their field.
DISTINGUISHED
. . . and
o Utilizes technology tools and/or visuals to assist in the
organization and delivery of agenda items to ensure
thorough yet concise summary of content.
o Services as a model for team members and the
district. Coaches team members, allows and
encourages others to observe their facilitation skills,
shares tips with others, assists to train and mentor
others at the building and/or district level.
DISTINGUISHED
. . . and
o Mentors others on how to demonstrate an organized
system that ensures timelines are met, appropriate, and
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o Demonstrates an
understanding and intention
to improve and meet all
timelines moving forward.
o Seeks assistance and asks
relevant questions when
needed.
H. USES A VARIETY OF METHODS TO ASSESS WHAT EACH STUDENT HAS LEARNED
SPED I – C Application of evaluation tools (18)
DEVELOPING
o Understands how to utilize
basic evaluation tools, such
as terminology, ethical
considerations, and
administration procedure.
o Understands standardization
procedures.
o Can identify both formal,
informal and curriculum
based evaluation tools.
SPED II – E Data collection/progress monitoring (18)
DEVELOPING
o Individual plan includes
identification of the method
and frequency that progress
will be reported.
o Understands and identifies
systems for accurately
collecting data to inform
progress reports.
o Demonstrates completed
number of required progress
reports for students on
caseload
gaps in service and importance of meeting
all time line requirements.
o Timelines relevant to due process citations
are met with appropriate documentation.
o Coordinates the progress reporting
timelines with all related service providers.
PROFICIENT
. . . and
o Applies basic terminology, ethical
considerations, administration procedure,
and limitations (validity and reliability) of
evaluation tools.
o Obtains accurate, systematic, and
comprehensive data through formal and
informal testing and observation within
required timelines.
PROFICIENT
and…
o Demonstrates a system to consistently
collect data on goals and objectives to
inform progress reports.
o Data is sufficiently thorough enough to
document and demonstrate progress.
o When data indicates little or inadequate
progress, a team meeting is scheduled to
address this.
o Seeks information from team members to
embed into progress reporting.
o Progress reports are clear and easily
organized system to ensure timelines
are consistently met, and all team
members are aware of timelines,
appropriate notices are on file, and
notices include all team members.
o Demonstrates that organizational
methods are continually updated and
accurate.
o Utilizes case manager reports in web-
based IEP program to monitor
timelines.
ACCOMPLISHED
. . . and
o Effectively selects appropriate
evaluation tools that identify student
needs and yield results that link to
educational plans and continued
progress monitoring.
o Utilizes a large repertoire of non-
discriminatory evaluation tools to
adequately assess student needs as
required for evaluation, without over
evaluation.
ACCOMPLISHED
and…
o Progress reports include a combination
of both numeric and narrative data for
each goal area.
o Has a robust repertoire of data
collection methods to meet the needs
of various learners.
o Adapts current IEP and instruction
based on progress reports and use of
data collection system.
o Able to effectively articulate and
demonstrate a link between data
Specialized Education Services, Eastern Carver County Schools
notices are on file.
o Individual supports and oversees system to ensure
compliance and organization.
o Services as a resource and coach to others. Provides
examples of organizational system to others via special
education insider (staff to staff resources), individual
coaching and/or presenting at district in-service.
DISTINGUISHED
. . . and
o Trains other educators in the understanding of
terminology, ethical considerations, administration
procedures and limitations (validity and reliability) of
evaluation tools.
o Demonstrates the leadership ability to encourage use
of a large repertoire of evaluation tools at a school
and/or district level.
DISTINGUISHED
and…
o Coaches others on effective strategies of data
collection and use of data to inform instruction.
o Demonstrates leadership in the area of data collection
and progress monitoring by providing in-service
instruction and training, offering examples and
support to team members or sharing methods and
strategies through staff-to-staff resources.
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SPED IV – E Formative assessment, monitoring/adjusting instruction based on progress/data collection (12)
DEVELOPING
o Understands the importance
of ongoing data collection as
it relates to special education
due process procedures.
o Understands different
methods of data collection.
SPED I – F Overall evaluation reports
DEVELOPING
o Understands the basic
required components of an
evaluation report.
o Demonstrates basic
knowledge of web-based
due process system.
o Able to collaboratively
complete file review using
state and/or district form and
process with supervisor.
o Seeks additional assistance
from appropriate team
members when needed.
understood by parents and team members.
PROFICIENT
. . . and
o Demonstrates a system of ongoing data
collection in the classroom, data collected
is consistent with data collection
requirements of individual student plans.
o Assessments are given to students at
regular intervals consistent with general
education.
o Individual student data is reviewed to
guide selection of individualized
instructional material and strategies.
PROFICIENT
. . . and
o Accesses training and support to remain up to
date including in-district and out of district
opportunities.
o Reports include all evaluation tool
components, succinctly summarized,
without the use of jargon or acronyms.
o Utilizes web-based due process system
consistently and effectively.
o Able to effectively complete one file review
independently using state and/or district
form.
collection method, progress reporting
and effective instruction.
ACCOMPLISHED DISTINGUISHED
. . . and . . . and
o Data is used to adjust individual o Provides training/consultation and/or modeling for
student IEP/IFSP (i.e. goals and special others on assessment and data collection systems.
education services). o Provides assistance to others in developing
o Effectively uses formative data and measurement/data collection systems.
immediate student feedback to adjust
lesson or instructional strategy while
remaining focused on the learning
target/ goal as defined in individual
IEP/IFSP.
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.
ACCOMPLISHED DISTINGUISHED
. . . and . . . and
o Monitors reports for quality, o Provides embedded training and support to others in
compliance, and readability. writing evaluation reports.
o Routinely conducts informal file o Reports can serve as a model for quality, compliance,
reviews for students on their caseload professionalism and best practice.
and uses the results to improve future
practice
o Identifies reasons for citations in
other/example evaluation reports.
o Demonstrates very few citations on
evaluations completed in an informal
file review, randomly selected.
Specialized Education Services, Eastern Carver County Schools
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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

Specialized Education Services, Eastern Carver County Schools