Rarely identifies when a child Identifies some cases when a Frequently identifies when a Consistently identifies when a would require the use of assistive child would require the use of would require the use of assistive child would require the use of technology (low tech, medium assistive technology (low tech, technology (low tech, medium assistive technology (low tech, tech, high tech) or augmentative medium tech, high tech) or tech, high tech) or augmentative medium tech, high tech) or communication and rarely finds augmentative communication and communication and identifies and augmentative communication and appropriate resources for the identifies appropriate resources delivers appropriate resources for identifies and delivers appropriate student and communicates this for the student; communicates the student; communicates this resources for the student; need to caregivers and service this need to caregivers and need to caregivers and service communicates this need to providers as appropriate. service providers as appropriate. providers as appropriate. caregivers and service providers as appropriate. 5. Ways to prepare and maintain students with disabilities for general education classrooms; for example, use of behavior management principles Unsatisfactory Needs Improvement Proficient Exemplary Rarely collaborates with general Coordinates with general Collaborates with general Partners with general education education staff to identify skills education staff to identify the education staff to identify the staff to identify the essential skills and supports students need to be basic skills and supports students essential skills and supports and supports students need to be successful in the general need to be successful in the students need to be successful in successful in the general education environment; rarely general education environment; the general education education environment; develops develops and implements develops and implements basic environment; develops and and implements impactful instructional and behavioral instructional and behavioral implements instructional and instructional and behavioral strategies that improve academic strategies that improve academic behavioral strategies that improve strategies that significantly and social-emotional outcomes and social-emotional outcomes academic and social-emotional improve academic and for students with disabilities. for students with disabilities. outcomes for students with outcomes for students disabilities. with disabilities. 6. Knowledge of services provided by other agencies Unsatisfactory Needs Improvement Proficient Exemplary
Rarely identifies when a child would require the use of assistive technology (low tech, medium tech, high tech) or augmentative communication and rarely finds appropriate resources for the student and communicates this need to caregivers and service providers as appropriate. Identifies some cases when a child would require the use of assistive technology (low tech, medium tech, high tech) or augmentative communication and identifies appropriate resources for the student; communicates this need to caregivers and service providers as appropriate. Frequently identifies when a would require the use of assistive technology (low tech, medium tech, high tech) or augmentative communication and identifies and delivers appropriate resources for the student; communicates this need to caregivers and service providers as appropriate. Consistently identifies when a child would require the use of assistive technology (low tech, medium tech, high tech) or augmentative communication and identifies and delivers appropriate resources for the student; communicates this need to caregivers and service providers as appropriate. 5. Ways to prepare and maintain students with disabilities for general education classrooms; for example, use of behavior management principles Unsatisfactory Needs Improvement Proficient Exemplary Rarely collaborates with general education staff to identify skills and supports students need to be successful in the general education environment; rarely develops and implements instructional and behavioral strategies that improve academic and social-emotional outcomes for students with disabilities. Coordinates with general education staff to identify the basic skills and supports students need to be successful in the general education environment; develops and implements basic instructional and behavioral strategies that improve academic and social-emotional outcomes for students with disabilities. Collaborates with general education staff to identify the essential skills and supports students need to be successful in the general education environment; develops and implements instructional and behavioral strategies that improve academic and social-emotional outcomes for students with disabilities. Partners with general education staff to identify the essential skills and supports students need to be successful in the general education environment; develops and implements impactful instructional and behavioral strategies that significantly improve academic and outcomes for students with disabilities. 6. Knowledge of services provided by other agencies Unsatisfactory Needs Improvement Proficient Exemplary
appendix-moderate.docx