Rubric for LDT-C Evaluation Domain 1 for LDT-Cs: Planning and Preparation COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE LDT-C demonstrates little or no LDT-C uses a limited LDT-C uses a variety of methods LDT-C uses a wide range of 1a: knowledge and skill in using number of educational to evaluate students and educational instruments to Demonstrating educational instruments to instruments to evaluate determine accurate levels of evaluate students and knows knowledge and skill in evaluate students. students. assessments the proper situations in which using educational each should be used. instruments to evaluate students 1b: LDT-C demonstrates little or no LDT-C demonstrates basic LDT-C demonstrates thorough LDT-C demonstrates extensive Demonstrating knowledge of child and knowledge of child and knowledge of child and knowledge of child and knowledge of child adolescent development and adolescent development and adolescent development and adolescent development and and adolescent academic milestones. academic milestones. academic milestones and knows academic milestones. development and variations of the typical patterns. academic milestones 1c: LDT-C has no clear LDT-C's expectations for the LDT-C's expectations for the LDT-C's expectations for the Establishing educational supports are expectations for the academic educational supports are clear educational support are highly expectations for the rudimentary and are partially supports, or they are and appropriate to the situation appropriate to the situation in the academic supports suitable to the situation and the inappropriate to either the in the school and to the age of school and to the age of the appropriate to the age of the students. situation or the age of the the students. students and have been setting and the students students. developed following served consultations with students, parents, and colleagues. 1d: LDT-C demonstrates little or no LDT-C displays awareness of LDT-C displays awareness of LDT-C's knowledge of Demonstrating knowledge knowledge of governmental governmental regulations and of governmental regulations and of governmental regulations and of state and federal regulations or of resources for resources for students available resources for students available of resources for students is regulations and of students available through the through the school or district, but through the school or district and extensive, including those resources both within and school or district. no knowledge of resources some familiarity with resources available through the school or beyond the school and available more broadly. external to the district district and in the community. district
Rubric for LDT-C Evaluation Domain 1 for LDT-Cs: Planning and Preparation COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE 1a: Demonstrating knowledge and skill in using educational instruments to evaluate students LDT-C demonstrates little or no knowledge and skill in using educational instruments to evaluate students. LDT-C uses a limited number of educational instruments to evaluate students. LDT-C uses a variety of methods to evaluate students and determine accurate levels of assessments LDT-C uses a wide range of educational instruments to evaluate students and knows the proper situations in which each should be used. 1b: Demonstrating knowledge of child and adolescent development and academic milestones LDT-C demonstrates little or no knowledge of child and adolescent development and academic milestones. LDT-C demonstrates basic knowledge of child and adolescent development and academic milestones. LDT-C demonstrates thorough knowledge of child and adolescent development and academic milestones. LDT-C demonstrates extensive knowledge of child and adolescent development and academic milestones and knows variations of the typical patterns. 1c: Establishing expectations for the academic supports appropriate to the setting and the students served LDT-C has no clear expectations for the academic supports, or they are inappropriate to either the situation or the age of the students. LDT-C's expectations for the educational supports are rudimentary and are partially suitable to the situation and the age of the students. LDT-C's expectations for the educational supports are clear and appropriate to the situation in the school and to the age of the students. LDT-C's expectations for the educational support are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents, and colleagues. 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district LDT-C demonstrates little or no knowledge of governmental regulations or of resources for students available through the school or district. LDT-C displays awareness of governmental regulations and of resources for students available through the school or district, but no knowledge of resources available more broadly. LDT-C displays awareness of governmental regulations and of resources for students available through the school or district and some familiarity with resources external to the district LDT-C's knowledge of governmental regulations and of resources for students is extensive, including those available through the school or district and in the community.