relationship how to increase that evaluation. qualifying -Applicable to assessment knowledge. May Find); Frames and disabilities and uses coursework measures, require significant phrases questions to the regulations evaluator advance preparations obtains desired manual as a expertise, as each information/data for procedural guide. “new” eligibility disability is evaluation plan. Has in-depth regulations. encountered in Demonstrates understanding of practice. knowledge appropriate evaluation issues assessment tools and for qualifying evaluator; Has ability to disabilities and guide team through demonstrates eligibility expertise in helping Has ability to teams make synthesize relevant evaluation, data/information eligibility and obtained through recommendation evaluations; decisions. Demonstrates ability to make recommendations appropriate to disabilities Standard #2 Educator does not Educator plans for Educator ensures that Educator will lead -IEPs 5f.4: – Integrating Professional consider inclusion reintegration but the IEP clearly states the team through -Student Students, Knowledge in may allow others to student level of and analysis of the schedules Advocating for Standard #4 - process. make inclusion inclusion. Educator school’s ability to -Meeting Inclusion Advocacy Educator does not decisions. advocates for inclusion, serve the student in notes/minutes advocate for offering support and the mainstream and -Student/parent inclusion or offer recommendations for provide researched interview support for inclusion, based on the recommendations -Applicable inclusionary student needs and for inclusionary coursework practices. strengths. practices specific to that student. Colchester School District
relationship to assessment measures, evaluator expertise, eligibility regulations. how to increase that knowledge. May require significant advance preparations as each “new” disability is encountered in practice. evaluation. Find); Frames and phrases questions to obtains desired information/data for evaluation plan. Demonstrates knowledge appropriate assessment tools and evaluator; Has ability to guide team through eligibility Has ability to synthesize data/information obtained through evaluations; Demonstrates ability to make recommendations appropriate to disabilities qualifying disabilities and uses the regulations manual as a procedural guide. Has in-depth understanding of evaluation issues for qualifying disabilities and demonstrates expertise in helping teams make relevant evaluation, eligibility and recommendation decisions. -Applicable coursework 5f.4: Integrating Students, Advocating for Inclusion Standard #2 – Professional Knowledge Standard #4 - Advocacy Educator does not consider inclusion in process. Educator does not advocate for inclusion or offer support for inclusionary practices. Educator plans for reintegration but may allow others to make inclusion decisions. Educator ensures that the IEP clearly states student level of inclusion. Educator advocates for inclusion, offering support and recommendations for inclusion, based on the student needs and strengths. Educator will lead the team through and analysis of the school’s ability to serve the student in the mainstream and provide researched recommendations for inclusionary practices specific to that student. -IEPs -Student schedules -Meeting notes/minutes -Student/parent interview -Applicable coursework Colchester School District
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