Instructional Effectiveness Student Achievement Domain: Dimension: Effective development and use of modified assessments and curriculum for special education students and students experiencing difficulties in learning. 1 2 3 4 5 Ineffective Needs Improvement Effective Highly Effective Superior There is no evidence There is some evidence Modifies assessments Modifies assessments Modifies assessments that the teacher is that the teacher is aware for special education for special education and curriculum for knowledgeable of the of the IEP; however, the student populations in student populations as special student IEP or that the teacher IEP is not being used to alignment with the indicated in the IEP populations as indicated modifies instruction for guide instruction for the IEP. and as needed, in the IEP and as needed, all students on an IEP student. working with individual working with individual regardless of student’s students to develop a students to develop a learning goals. mutually acceptable mutually acceptable plan plan for "success." for "success." Provides frequent/timely Provides frequent / feedback to student, timely feedback to roster teacher and Provides required student, teacher or parent of the results of feedback to student, parent. modifications on student roster teacher and/or progress and participates parent. as a team member in recommending needed changes in modifications. The teacher consistently advocates for all special needs students to have direct access to standard /common core /district Assures that all curriculum. students have access Assures that all and modifications to students have access Perseveres in seeking standard /common to standard / common effective approaches for core /district core / district students who need help curriculum. curriculum. using an extensive When a student has repertoire of strategies Gives up, blames the difficulty learning, the and soliciting additional When a student has student, or blames the teacher an Accepts responsibility resources from the difficulty learning, the student’s home ineffectual effort and for the success of all school and community. teacher perseveres to quickly gives up or environment if the students. Maintains contact with identify effective student has difficulty blames the student or the student to monitor approaches to reach learning. the student’s home and support the the student, drawing environment. student’s success even on a broad repertoire after the student has of strategies. moved on to another class. Professional Growth and Continuous Improvement Domain:
Domain: Instructional Effectiveness Dimension: Student Achievement Effective development and use of modified assessments and curriculum for special education students and students experiencing difficulties in learning. 1 Ineffective 2 Needs Improvement 3 Effective 4 Highly Effective 5 Superior There is no evidence that the teacher is knowledgeable of the IEP or that the teacher modifies instruction for all students on an IEP regardless of student’s learning goals. Gives up, blames the student, or blames the student’s home environment if the student has difficulty learning. There is some evidence that the teacher is aware of the IEP; however, the IEP is not being used to guide instruction for the student. When a student has difficulty learning, the teacher an ineffectual effort and quickly gives up or blames the student or the student’s home environment. Modifies assessments for special education student populations in alignment with the IEP. Provides required feedback to student, roster teacher and/or parent. Assures that all students have access to standard / common core / district curriculum. Accepts responsibility for the success of all students. Modifies assessments for special education student populations as indicated in the IEP and as needed, working with individual students to develop a mutually acceptable plan for "success." Provides frequent / timely feedback to student, teacher or parent. Assures that all students have access and modifications to standard /common core /district curriculum. When a student has difficulty learning, the teacher perseveres to identify effective approaches to reach the student, drawing on a broad repertoire of strategies. Modifies assessments and curriculum for special student populations as indicated in the IEP and as needed, working with individual students to develop a mutually acceptable plan for "success." Provides frequent/timely feedback to student, roster teacher and parent of the results of modifications on student progress and participates as a team member in recommending needed changes in modifications. The teacher consistently advocates for all special needs students to have direct access to standard /common core /district curriculum. Perseveres in seeking effective approaches for students who need help using an extensive repertoire of strategies and soliciting additional resources from the school and community. Maintains contact with the student to monitor and support the student’s success even after the student has moved on to another class. Domain: Professional Growth and Continuous Improvement
Teacher-RUBRIC-SY-12-13.docx