1e: LDT-C's plan consists of a LDT-C's plan has a guiding LDT-C has developed a plan LDT-C's plan is highly coherent Planning strategies to help random collection of unrelated principle and includes a number that includes the important and preventive and serves to support students in a activities, lacking coherence or of worthwhile activities, but supports for the student in the support students individually, regular education or an overall structure. some of them don't fit with the setting. within the broader educational special education settings broader goals. program. to promote student success 1f: LDT-C does not have a plan to LDT-C has a rudimentary plan LDT-C’s plan to review the LCT-C's plan to review the Designs a plan to review review the program or resists to review the psychology program is organized around program is highly sophisticated, academic student’s suggestions that such an program. clear goals and the collection of with varied sources of evidence progress in the evaluation is important. evidence to indicate the degree and a clear path toward recommended program. to which the goals have been improving the progress on an met. ongoing basis. Domain 2 for LDT-Cs: The Environment COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE LDT-C's interactions with the IEP LDT-C's interactions are a mix of LDT-C's interactions with the IEP team members seek out the 2a: team are negative or positive and negative; the IEP team are positive and LDT-C, reflecting a high degree Creating an environment of inappropriate and the LDT-C efforts at encouraging respectful; LDT-C actively of comfort and trust in the respect and rapport does not promote positive positive interactions among the promotes positive interactions. relationship. interactions among the other IEP team are partially team members successful. 2b: LDT-C makes no attempt to LDT-C's attempts to promote a LDT-C promotes a culture The culture in the school for Establishing a culture establish a culture for learning culture throughout the school for throughout the school for learning among students and for learning throughout the in the school as a whole, either learning in the school among learning in the school among teachers, while guided by the school among students or teachers, or students and teachers. students and teachers are LDT-C, is maintained by both between students and teachers. partially successful. teachers and students.
1e: Planning strategies to help support students in a regular education or special education settings to promote student success LDT-C's plan consists of a random collection of unrelated activities, lacking coherence or an overall structure. LDT-C's plan has a guiding principle and includes a number of worthwhile activities, but some of them don't fit with the broader goals. LDT-C has developed a plan that includes the important supports for the student in the setting. LDT-C's plan is highly coherent and preventive and serves to support students individually, within the broader educational program. 1f: Designs a plan to review student’s academic progress in the recommended program. LDT-C does not have a plan to review the program or resists suggestions that such an evaluation is important. LDT-C has a rudimentary plan to review the psychology program. LDT-C’s plan to review the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. LCT-C's plan to review the program is highly sophisticated, with varied sources of evidence and a clear path toward improving the progress on an ongoing basis. Domain 2 for LDT-Cs: The Environment COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE 2a: Creating an environment of respect and rapport LDT-C's interactions with the IEP team are negative or inappropriate and the LDT-C does not promote positive interactions among the other team members LDT-C's interactions are a mix of positive and negative; the efforts at encouraging positive interactions among the IEP team are partially successful. LDT-C's interactions with the IEP team are positive and respectful; LDT-C actively promotes positive interactions. IEP team members seek out the LDT-C, reflecting a high degree of comfort and trust in the relationship. 2b: Establishing a culture for learning throughout the school LDT-C makes no attempt to establish a culture for learning in the school as a whole, either among students or teachers, or between students and teachers. LDT-C's attempts to promote a culture throughout the school for learning in the school among students and teachers are partially successful. LDT-C promotes a culture throughout the school for learning in the school among students and teachers. The culture in the school for learning among students and teachers, while guided by the LDT-C, is maintained by both teachers and students.