PD Agendas PD Calendar Regularly engages staff in Observations of PD Occasionally devotes faculty professional development Regularly engages in Teacher surveys meetings to professional AND professional development Leadership Team B) Actively participates Displays little or no evidence of development and shares is an active participant in AND Agendas in providing professional new learning or sharing that personal learning experience professional development by personally leads professional Use of AIR growth development learning with colleagues with colleagues but relies on leading or collaboratively development at various times guides others to lead each professional conducting professional throughout the school year Area Superintendent development opportunity development with teachers Observation of PD (using or experts Bambrick Rubric) Surveys after PD Ensures that programs and RTI Meetings and A) Ensures that practices are in place, such as Agendas appropriate school-level RTI, for individual students Benchmark analysis and classroom-level Attempts to ensure that Ensures that programs and who are not making SST’s Ensures that programs and programs and practices programs and practices, such as practices are in place, such as RTI, adequate progress and that After School Program practices are in place, such as are in place to help RTI, are in place for individuals for individual students who are not students are successfully IPass, Read 180 RTI, for individual students who students meet individual who are not making adequate making adequate progress and completing these programs Intervention schedule are not making adequate achievement goals when progress, but does not complete that students are successfully AND progress data indicate the task or does so partially completing these programs continually expands the 3.5 Implements interventions are options for individual programs and needed students to make adequate systems to meet progress individual student Ensures that programs and IEP’s needs B) Ensures that practices are in place for 504s Ensures that programs and appropriate programs Attempts to ensure that students with IEPs or 504s SPED Admin meetings Ensures that programs and practices are in place for students and practices are in programs and practices are in and that students are Compliance practices are in place for with IEPs or 504s and that students place to help students place for students with IEPs or successful in these programs students with IEPs or 504s; are successful in these programs; with special needs meet 504s, but does not complete the AND accommodations are ensures that appropriate individual achievement task or does so partially; out of continually expands the implemented inconsistently accommodations are implemented goals according to IEP or compliance options for individual consistently 504 Plan students to make adequate progress AND
B) Actively participates in providing professional development Displays little or no evidence of new learning or sharing that learning with colleagues Occasionally devotes faculty meetings to professional development and shares personal learning experience with colleagues but relies on others to lead each professional development opportunity Regularly engages in professional development AND personally leads professional development at various times throughout the school year Regularly engages staff in professional development AND is an active participant in professional development by leading or collaboratively conducting professional development with teachers or experts PD Agendas PD Calendar Observations of PD Teacher surveys Leadership Team Agendas Use of AIR growth guides Area Superintendent Observation of PD (using Bambrick Rubric) Surveys after PD 3.5 Implements programs and systems to meet individual student needs A) Ensures that appropriate school-level and classroom-level programs and practices are in place to help students meet individual achievement goals when data indicate interventions are needed Attempts to ensure that programs and practices, such as RTI, are in place for individuals who are not making adequate progress, but does not complete the task or does so partially Ensures that programs and practices are in place, such as RTI, for individual students who are not making adequate progress Ensures that programs and practices are in place, such as RTI, for individual students who are not making adequate progress and that students are successfully completing these programs Ensures that programs and practices are in place, such as RTI, for individual students who are not making adequate progress and that students are successfully completing these programs AND continually expands the options for individual students to make adequate progress RTI Meetings and Agendas Benchmark analysis SST’s After School Program IPass, Read 180 Intervention schedule B) Ensures that appropriate programs and practices are in place to help students with special needs meet individual achievement goals according to IEP or 504 Plan Attempts to ensure that programs and practices are in place for students with IEPs or 504s, but does not complete the task or does so partially; out of compliance Ensures that programs and practices are in place for students with IEPs or 504s; accommodations are implemented inconsistently Ensures that programs and practices are in place for students with IEPs or 504s and that students are successful in these programs; ensures that appropriate accommodations are implemented consistently Ensures that programs and practices are in place for students with IEPs or 504s and that students are successful in these programs AND continually expands the options for individual students to make adequate progress AND IEP’s 504s SPED Admin meetings Compliance
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