Evidence: ( Briefly document evidence, if any, that supports this area) 5f.2 Standard #2 Educator is not Educator has Eligibility decisions Educator ensures -IEPs – School Professional of or knowledge and IEPs reflect that the teams -Evaluations Knowledge disregards school curriculum and individual school consider school Plans and reports Curriculum, State Standards Standard #5 - curriculum and standards and refers curriculum and/or curriculum and -Observation of for all Students Accountability state standards. to appropriate appropriate levels of state standards meetings documents and standards”. throughout the “state eligibility decisions special education and IEP process and has development. extensive knowledge of both. Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 11) 5f.3: Standard #2 Does not have an Educator has some Has knowledge to Educator has -Evaluation Plans – Evaluation Professional understanding of understanding of identify when student extensive and Reports Plans and Knowledge qualifying qualifying may have a disability knowledge -Observation of Reports disabilities and/or disabilities and and need for regarding all meetings their relationship how to increase that evaluation. qualifying -Applicable to assessment knowledge. May Find); Frames and disabilities and coursework measures, require significant phrases questions to uses the evaluator advance preparations obtains desired regulations manual expertise, as each information/data for as a procedural “new” eligibility disability is evaluation plan. guide. Has regulations. encountered in Demonstrates practice. knowledge appropriate understanding of assessment tools and evaluation issues evaluator; Has ability for qualifying to guide team through disabilities and eligibility demonstrates Has ability to expertise in synthesize helping teams data/information make relevant obtained through evaluation, evaluations; eligibility and Demonstrates ability recommendation to make decisions. recommendations appropriate to disabilities
Evidence: ( Briefly document evidence, if any, that supports this area) 5f.2 School Curriculum, State Standards for all Students Standard #2 – Professional Knowledge Standard #5 - Accountability Educator is not of or disregards school curriculum and state standards. Educator has knowledge curriculum and standards and refers to appropriate documents and eligibility decisions and IEP development. Eligibility decisions and IEPs reflect individual school curriculum and/or appropriate levels of “state standards”. Educator ensures that the teams consider school curriculum and state standards throughout the special education process and has extensive knowledge of both. -IEPs -Evaluations Plans and reports -Observation of meetings Evidence: ( Briefly document evidence, if any, that supports this area) Colchester School District Name: Date: (Special Education Department Teacher Summative Assessment Form, page 11) 5f.3: Evaluation Plans and Reports Standard #2 – Professional Knowledge Does not have an understanding of qualifying disabilities and/or their relationship to assessment measures, evaluator expertise, eligibility regulations. Educator has some understanding of qualifying disabilities and how to increase that knowledge. May require significant advance preparations as each “new” disability is encountered in practice. Has knowledge to identify when student may have a disability and need for 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 Educator has extensive knowledge regarding all qualifying disabilities and uses the regulations manual as a procedural guide. Has understanding of evaluation issues for qualifying disabilities and demonstrates expertise in helping teams make relevant evaluation, eligibility and recommendation decisions. -Evaluation Plans and Reports -Observation of meetings -Applicable coursework
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