Domain 3 for School LDT-Cs: Delivery of Service COMPONENT L E V E L O F P E R F O R M A N C E INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE; 3a: LDT-C fails to consult with LDT-C consults on a sporadic LDT-C consults frequently LDT-C consults frequently with Responding to referrals; colleagues or to tailor basis with colleagues, making with colleagues, tailoring colleagues, contributing own consulting with teachers evaluations to the questions insights and tailoring evaluations to the questions partially successful attempts to and administrators raised in the referral. evaluations to the questions raised in the referral. tailor evaluations to the raised in the referral. questions raised in the referral. 3b: LDT-C resists administering LDT-C attempts to administer LDT-C administers appropriate LDT-C selects, from a broad Evaluating student evaluations, selects instruments appropriate evaluation evaluation instruments to repertoire, those assessments needs in compliance inappropriate to the situation, or instruments to students but does students and ensures that all that are most appropriate to the with Association of does not follow established not always follow established procedures and safeguards are referral questions and conducts Learning Consultants procedures and guidelines. time lines and safeguards. faithfully adhered to. information sessions with colleagues to ensure that they (NJALC) guidelines fully understand and comply with procedural time lines and safeguards. LDT-C assumes responsibility LDT-C assumes responsibility of 3c: LDT-C declines to assume LDT-C assumes responsibility of the case as a standard the case and takes initiative in Case Management responsibility of assigned case of case when directed to do so, preparing adequate lEPs. expectation; prepares detailed assembling materials and lEPs. resources for meetings. lEPs are prepared in an exemplary manner. 3d: LDT-C fails to plan interventions LDT-C's plans for students LDT-C develops comprehensive LDT-C's plans for students are Planning interventions to suitable to students, or are partially suitable for them suitable for them and are aligned plans for students, finding ways to maximize students' interventions are mismatched or are sporadically aligned with identified needs. creatively meet student needs likelihood of success with the findings of the with identified needs. and incorporate many related assessments. elements.
Domain 3 for School LDT-Cs: Delivery of Service COMPONENT L E V E L O F P E R F O R M A N C E INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE; 3a: Responding to referrals; consulting with teachers and administrators LDT-C fails to consult with colleagues or to tailor evaluations to the questions raised in the referral. LDT-C consults on a sporadic basis with colleagues, making partially successful attempts to tailor evaluations to the questions raised in the referral. LDT-C consults frequently with colleagues, tailoring evaluations to the questions raised in the referral. LDT-C consults frequently with colleagues, contributing own insights and tailoring evaluations to the questions raised in the referral. 3b: Evaluating student needs in compliance with Association of Learning Consultants (NJALC) guidelines LDT-C resists administering evaluations, selects instruments inappropriate to the situation, or does not follow established procedures and guidelines. LDT-C attempts to administer appropriate evaluation instruments to students but does not always follow established time lines and safeguards. LDT-C administers appropriate evaluation instruments to students and ensures that all procedures and safeguards are faithfully adhered to. LDT-C selects, from a broad repertoire, those assessments that are most appropriate to the referral questions and conducts information sessions with colleagues to ensure that they fully understand and comply with procedural time lines and safeguards. 3c: Case Management LDT-C declines to assume responsibility of assigned case LDT-C assumes responsibility of case when directed to do so, preparing adequate lEPs. LDT-C assumes responsibility of the case as a standard expectation; prepares detailed lEPs. LDT-C assumes responsibility of the case and takes initiative in assembling materials and resources for meetings. lEPs are prepared in an exemplary manner. 3d: Planning interventions to maximize students' likelihood of success LDT-C fails to plan interventions suitable to students, or interventions are mismatched with the findings of the assessments. LDT-C's plans for students are partially suitable for them or are sporadically aligned with identified needs. LDT-C's plans for students are suitable for them and are aligned with identified needs. LDT-C develops comprehensive plans for students, finding ways to creatively meet student needs and incorporate many related elements.