Rubric Indicator Forms of Evidence Potential Sources of Evidence 2. Preparation, Observation Candidate prepares an IEP that demonstrates internal implementation and Artifacts of consistency between and amongst all sections with content evaluation of IEPs Practice based upon review of student record and collection of Student current performance data from appropriate sources; uses Feedback available resources Measures of Candidate assesses student progress toward IEP goals and Student drafts the actual progress report Learning Candidate, under supervision of supervising practitioner, conducts formal assessments of student referred for an initial or reevaluation Supervising practitioner observation of candidate’s participation in team meeting Using a case study format, student reviews referral information to prepare for and plan, in writing, the assessments (s)he would conduct for the initial eligibility meeting for special education Case study for IEP development, including individualized transition plans Candidate develops a reference document on how to prepare for the different types of team meetings Proof of attendance to at least three team meetings, preferably of different types, with reflections after each meeting Meeting notes Provides evidence of formative assessment with corresponding adjustments to practice as indicated by result Workshops with follow up reflections Professional Presentations Reflective Journals Coursework with sample assignments cross walked to SMK Rubric Indicator Forms of Potential Sources of Evidence Evidence
Rubric Indicator Forms of Evidence Potential Sources of Evidence 2. Preparation, implementation and evaluation of IEPs Observation Artifacts of Practice Student Feedback Measures of Student Learning Candidate prepares an IEP that demonstrates internal consistency between and amongst all sections with content based upon review of student record and collection of current performance data from appropriate sources; uses available resources Candidate assesses student progress toward IEP goals and drafts the actual progress report Candidate, under supervision of supervising practitioner, conducts formal assessments of student referred for an initial or reevaluation Supervising practitioner observation of candidate’s participation in team meeting Using a case study format, student reviews referral information to prepare for and plan, in writing, the assessments (s)he would conduct for the initial eligibility meeting for special education Case study for IEP development, including individualized transition plans Candidate develops a reference document on how to prepare for the different types of team meetings Proof of attendance to at least three team meetings, preferably of different types, with reflections after each meeting Meeting notes Provides evidence of formative assessment with corresponding adjustments to practice as indicated by result Workshops with follow up reflections Professional Presentations Reflective Journals Coursework with sample assignments cross walked to SMK Rubric Indicator Forms of Evidence Potential Sources of Evidence
appendix-potential-evidence-moderate-severe.docx