Domain 5: THERAPEUTIC SERVICES SPECIALIST

Component 5: Student Improvement

Specialist Supervisor

Element

/

Level of Performance – Rating Sheet

Unsatisfactory

/

Basic

/

Proficient

/ Accomplished
5a
Uses multiple measures and a variety of assessments / Does not use multiple measures or a variety of assessments. / Occasionally uses multiple measures and/or variety of assessments but they may not support the skills necessary to meet the standards. / Consistently uses multiple measures, and a variety of assessments that support the skills necessary to meet the standards. / Extensively uses multiple measures and a variety of assessments that are rich in providing ways to improve student learning.
 /  /  / 
5b
Providing evidence of student improvement / Provides evidence that is seriously flawed or that lacks evidence of progress toward meeting the skills necessary to support the standard. / Provides evidence that is limited or that minimally shows progress toward meeting the skills necessary to support the standards. / Provides multiple sources of evidence that show an understanding of student improvement as well as progress toward meeting the skills necessary to support the standards. / Provides multiple sources of evidence that show an understanding of student improvement and uses the evidence to assist students in understanding their performance and progress toward meeting the skills necessary to support the standards.
 /  /  / 
5c
Assisting students in developing a readiness to learn / Does not assist in ensuring services are provided to enable students to be ready to learn. / Participates in a limited way on a school-based team to ensure services are provided to enable students to be ready to learn. / As part of school-based team, ensures services are provided to enable students to be ready to learn. / As part of a school-based team, provides an environment with fully integrated services necessary to ensure student readiness to learn.
 /  /  / 
5d
Communicating about student improvement to families / Does not communicate about student performance to families. / Inconsistently communicates about student performance to families and is somewhat effective in providing a clear picture of student progress against the standards. / Using internal and external data, communicates student performance to families and provides a clear picture of student progress against the standards. / Using internal and external data, communicates about student performance to families and provides a clear picture of student progress against the standards. When appropriate, involves families in the process of improving student learning.
 /  /  / 

Comment:

Copies: Specialist Personnel File Date