Collecting relevant information upon relevant information upon which to information upon which to base data, interviews teachers if necessary. which to base interventions. base interventions. Reports are interventions. Reports are accurate and Reports are timely, accurate, clearly information/data Reports are inaccurate, accurate but lacking in clarity and appropriate to the audience. written, and tailored for the audience. and writing nonexistent, or not appropriate not always appropriate to the reports to audience. audience. 3e Therapist adheres to Therapist makes modest changes to Therapist reviews and revises the Therapist continually seeks ways to Demonstrating intervention plan in spite of intervention plans when presented intervention plan, as it is needed. improve the intervention plan and makes flexibility and evidence of its inadequacy. with evidence of the need for evidence-based changes as appropriate in responsiveness change. response to a student, parent, or teacher input. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (Occupational Therapist OT ) – COMPONENT LEVEL OF PERFORMANCE UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 4a Therapist does not on on practice on practice is on practice is Therapist’s reflection Therapist’s reflection Therapist’s reflection Reflecting on practice, or the reflections are is moderately accurate and an accurate and objective description accurate and perceptive, citing specific practice inaccurate or self-serving. objective without citing specific of practice, citing specific positive examples that were not fully successful, for examples. Suggestions for and negative characteristics. at least some students. Therapist draws on improvement are global. Therapist makes some specific an extensive repertoire to suggest suggestions as to how the therapy alternative evidence-based strategies. program might be improved. Initiates collaboration with other therapists and team members. 4b Therapist is not available to Therapist is available to staff for Therapist initiates contact with Therapist solicits feedback from teachers Collaborating with staff for questions and questions and planning and teachers and administrators to confer and administrators regarding effectiveness teachers, planning and declines to provides background material regarding individual cases. of interventions. administrators and provide background material after multiple requests. when requested. other team members 4c data management Therapist has developed a Therapist has developed an effective Therapist has developed an effective data Therapist’s Maintaining and system is either non-existent or rudimentary data management data management system for management system for monitoring student utilizing effective in disarray. It cannot be used to system for monitoring student monitoring student progress. Uses it progress; uses it to make adjustments as data management monitor student progress or to progress. Occasionally uses it to to make adjustments when needed. needed. Therapist uses the system to
Collecting information/data and writing reports relevant information upon which to base interventions. Reports are inaccurate, nonexistent, or not appropriate to audience. relevant information upon which to base interventions. Reports are accurate but lacking in clarity and not always appropriate to the audience. information upon which to base interventions. Reports are accurate and appropriate to the audience. data, interviews teachers if necessary. Reports are timely, accurate, clearly written, and tailored for the audience. 3e Demonstrating flexibility and responsiveness Therapist adheres to intervention plan in spite of evidence of its inadequacy. Therapist makes modest changes to intervention plans when presented with evidence of the need for change. Therapist reviews and revises the intervention plan, as it is needed. Therapist continually seeks ways to improve the intervention plan and makes evidence-based changes as appropriate in response to a student, parent, or teacher input. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (Occupational Therapist – OT ) COMPONENT LEVEL OF PERFORMANCE UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 4a Reflecting on practice Therapist does not on practice, or the reflections are inaccurate or self-serving. Therapist’s reflection on practice is moderately accurate and objective without citing specific examples. Suggestions for improvement are global. Therapist’s reflection on practice is an accurate and objective description of practice, citing specific positive and negative characteristics. Therapist makes some specific suggestions as to how the therapy program might be improved. Initiates collaboration with other therapists and team members. Therapist’s reflection on practice is accurate and perceptive, citing specific examples that were not fully successful, for at least some students. Therapist draws on an extensive repertoire to suggest alternative evidence-based strategies. 4b Collaborating with teachers, administrators and other team members Therapist is not available to staff for questions and planning and declines to provide background material when requested. Therapist is available to staff for questions and planning and provides background material after multiple requests. Therapist initiates contact with teachers and administrators to confer regarding individual cases. Therapist solicits feedback from teachers and administrators regarding effectiveness of interventions. 4c Maintaining and utilizing effective data management Therapist’s data management system is either non-existent or in disarray. It cannot be used to monitor student progress or to Therapist has developed a rudimentary data management system for monitoring student progress. Occasionally uses it to Therapist has developed an effective data management system for monitoring student progress. Uses it to make adjustments when needed. Therapist has developed an effective data management system for monitoring student progress; uses it to make adjustments as needed. Therapist uses the system to