At-Risk Interventionist Evaluation

Three Rivers Community Schools

Name: School: Date:

Domain 1: Planning and Preparation

Component / Ineffective / Minimally Effective / Effective / Highly Effective
1a: Demonstrating knowledge of behavioral intervention strategies / Demonstrates little understanding of behavioral intervention strategies. / Demonstrates basic understanding of intervention strategies. / Demonstrates accurate understanding of behavior intervention strategies. / Demonstrates deep and thorough understanding of behavior intervention strategies.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
1b: Demonstrating knowledge of child social/emotional development / Demonstrates little to no knowledge of child social/emotional development. / Demonstrates basic knowledge of child social/emotional development. / Demonstrates accurate understanding of child social/emotional development. / Demonstrates deep and thorough knowledge of child social/emotional development as well as exceptions to general patterns.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
1c: Establishing goals for behavioral intervention plans / No clear goals established. / Goals are somewhat clear and appropriate to the intervention and student. / Goals are clear and appropriate to the student and intervention. / Goals are clear and appropriate and developed following consultation with students, parents, and colleagues.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
1d: Demonstrating knowledge of attendance intervention strategies / Demonstrates little to no knowledge of attendance intervention strategies. / Demonstrates basic knowledge of attendance intervention strategies. / Demonstrates accurate understanding of attendance intervention strategies. / Demonstrates deep and thorough knowledge of attendance intervention strategies and coordinates interventions with outside agencies.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
1e: Integrating behavior intervention plans with other staff members / Staff members have little to no involvement in integrating behavior intervention strategies. / Staff members have some involvement in integrating behavior intervention strategies. / Staff members have consistent involvement in integrating behavior intervention strategies. / Behavior intervention strategies are integrated through a collaborative process with staff members from planning stages to evaluation.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
1f: Recording accurate data in school data system / Discipline data is not accurately recorded in the school data system. / Discipline data is somewhat accurately recorded in the school data system, but not in a timely manner. / Discipline data is consistently recorded in the school data system accurately and in a timely manner. / Discipline data is consistently recorded in the school data system accurately and in a timely manner; interventionist assists in schoolwide data analysis.
Evidence:

Domain 1: Planning and Preparation Rating: ____I ____ME ____E ____HE

Domain 2: School Environment

Component / Ineffective / Minimally Effective / Effective / Highly Effective
2a: Creating an environment of respect and rapport / Interactions are negative or inappropriate and do not promote positive interactions among students. / Interactions are a mix of positive and negative; efforts at encouraging positive interactions are partially successful. / Interactions are positive and respectful; actively promote positive interactions among students. / Students seek out interventionist, reflecting a high degree of comfort and trust in the relationship. Interventionist teaches how to engage in positive interactions.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
2b: Establishing a culture for productive communication / Makes no attempt to establish a culture for productive communication. / Attempts to promote a culture throughout the school for productive communication between and among students, teachers, and parents are partially successful. / Promotes a culture throughout the school for productive and respectful communication between and among students, parents, and teachers. / Actively seeks opportunities to engage students, parents, and teachers in productive and respectful communication.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
2c: Supports the implementation of schoolwide procedures / Interventionist’s procedures are nonexistent or in disarray. / Interventionist has basic and partially successful procedures. / Interventionist’s procedures work effectively. / Interventionist’s procedures are seamless and students assist in maintaining them.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
2d: Establishing standards of conduct and contributes to the culture for student behavior throughout the school / Interventionist has established no standards of conduct for students and makes no contribution to maintaining a positive environment in the school. / Interventionist’s efforts to establish standards of conduct are partially successful. Interventionist attempts, with limited success, to contribute to a positive environment in the school. / Interventionist has established clear standards of conduct and makes a significant contribution to a positive environment in the school. / Interventionist has established clear standards of conduct and students contribute to maintaining them. Interventionist takes a leadership role in maintaining a positive environment in the school.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
2e: Provides students with specific feedback / Provides students with little to no specific feedback. / Provides students with some specific feedback. / Provides students with consistent specific feedback. / Provides students with consistent feedback that encourages students to become more self-reflective.
Evidence:

Domain 2: School Environment Rating: ____I ____ME ____E ____HE

(Rating is optional; if used, rating to Form M: Summary of Observations and Artifacts.)

Domain 3: Intervention

Component / Ineffective / Minimally Effective / Effective / Highly Effective
3a: Assessing student needs / Interventionist does not assess student needs or the assessments result in inaccurate conclusions. / Interventionist’s assessments of student needs are perfunctory. / Interventionist assesses student needs and knows the range of needs in the school. / Interventionist conducts detailed and individual assessments of student needs to contribute to school improvement program planning.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
3b: Assists in the creation of attendance and/or behavior intervention plans for students / Intervention plans are not matched to students’ identified needs and are mostly unsuccessful. / Intervention plans are partially matched to students’ identified needs and are somewhat successful. / Intervention plans are directly matched to students’ identified needs and are mostly successful. / Intervention plans are directly matched to students’ identified needs and are consistently successful.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
3c: Uses effective behavioral intervention strategies / Interventionist has little to no strategies to support students in managing their behavior. / Interventionist uses a limited range of strategies to support students in managing their behavior. / Interventionist uses a wide range of strategies to support students in managing their own behavior. / Interventionist uses an extensive range of strategies to support students in managing their own behavior.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
3d: Demonstrating flexibility and responsiveness / Interventionist adheres to a plan or program, in spite of evidence of its ineffectiveness. / Interventionist makes some changes to a plan or program when confronted with evidence of the need for change. / Interventionist initiates evidence-based changes to a plan or program when needed. / Interventionist continually seeks ways to improve plans and programs, making evidence-based changes as needed.
Evidence:

Domain 3: Instruction: ____I ____ME ____E ____HE

(Rating is optional; if used, rating to Form M: Summary of Observations and Artifacts.)

Domain 4: Professional Responsibilities

Component / Ineffective / Minimally Effective / Effective / Highly Effective
4a: Reflecting on practice / Interventionist does not reflect on practice, or the reflections are inaccurate. / Interventionist’s reflection on practice is moderately accurate and objective without citing specific examples and with general suggestions for improvement. / Interventionist’s reflection provides an accurate and objective description of practice, citing specific strengths and areas for improvement. / Interventionist’s reflection is highly accurate and perceptive, citing specific examples strengths and areas for improvement. Interventionist draws on an extensive knowledge base to suggest strategies for improvement.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
4b: Maintaining accurate records in a timely manner / Interventionist’s records and documentation are missing, late, and/or inaccurate. / Interventionist’s records and documentation are generally accurate, but occasionally late. / Interventionist’s records and documentation are accurate and submitted in a timely manner. / Interventionist’s approach to record keeping is highly systematic and efficient.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
4c: Communicating with stakeholders / Interventionist provides no information to students, staff, or parents about schoolwide programs or individual student progress. / Interventionist provides limited information to students, staff, and parents about schoolwide programs or individual student progress. / Interventionist provides thorough and accurate information to students, staff, and parents about schoolwide programs or individual student progress. / Interventionist is proactive in providing information to students, staff, and parents about schoolwide programs or individual student progress.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
4d: Participating in a professional community / Interventionist’s relationships with colleagues are mostly negative, and interventionist avoids being involved in school and district events and projects. / Interventionist’s relationships with colleagues are cordial, and interventionist participates in school and district events and projects when specifically requested. / Interventionist participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. / Interventionist makes a substantial contribution to school and district events and projects and assumes leadership with colleagues.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
4e: Engaging in professional development / Interventionist does not participate in professional development activities even when such activities are clearly needed for the development of job-related skills. / Interventionist’s participation in professional development activities is limited to those that are convenient or are required. / Interventionist seeks out opportunities for professional development based on an individual assessment of need. / Interventionist actively pursues professional development opportunities and makes a substantial contribution to the professional development of others.
Evidence:
Component / Ineffective / Minimally Effective / Effective / Highly Effective
4f: Showing professionalism / Interventionist has little sense of ethics and professionalism and contributes to practices that are self-serving or harmful to students. The interventionist fails to comply with school and district regulations and time lines. / Interventionist is honest and well-intentioned in serving students and contributing to decisions in the school, but the interventionist’s attempts to serve students are limited. The interventionist complies minimally with school and district regulations doing just enough to get by. / Interventionist displays a high level of ethics and professionalism in dealing with both students and colleagues and complies fully and voluntarily with school and district regulations. / Interventionist is proactive and assumes a leadership role in making that school practices and procedures ensure that all students, particularly those traditionally underserved, are honored in the school. The interventionist displays the highest standards of ethical conduct and takes a leadership role in seeing that colleagues comply with school and district regulations.
Evidence:

Domain 4: Professional Responsibilities Rating: ____I ____ME ____E ____HE

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