SASED
Post Observation Feedback Form
SPEECH THERAPIST
DOMAIN 1: PLANNING AND PREPARATION
Speech Therapist:_________________________________ Program:____________________________ Observation Date:_____________
COMPONENTS
1a.
Demonstrating
Knowledge of
Speech Pathology
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Speech Therapist displays little
understanding of the subject,
structure of the discipline, or contentrelated psycho-educational
principles.
Speech Therapist displays knowledge
of the practice and principles
representing basic understanding of the
discipline, but does not extend to
connections with other disciplines to
address student needs.
Speech Therapist demonstrates solid
understanding of content, prerequisite
relationships, and connections with other
disciplines. Practices reflect current
knowledge.
Speech Therapist’s knowledge of the content
and practice in the areas basic to the
profession are extensive, showing evidence of
a continuing search for improved practice.
Speech Therapist actively seeks opportunities
to share his/her knowledge with colleagues,
teachers, administrators, parents and the
community.
Speech Therapist displays little ability
to effectively and ethically select, use
and interpret a variety of
standardized assessment tools.
Speech Therapist fails to tailor choice
of tools to individuals needs.
Speech Therapist displays ability to
effectively and ethically select, use and
interpret a variety of standardized and
non-standardized assessment tools.
Speech Therapist uses standard test
battery, but with little variation to
specific student needs.
Speech Therapist displays an in-depth
ability to effectively and ethically select,
use and interpret a variety of standardized
and non-standardized assessment tools
including exceptionality-specific
assessment instruments. Speech
Therapist selects and uses a variety of
assessment instruments based on
individual problems and needs.
Speech Therapist teaches and explains how to
effectively and ethically select, use and
interpret a variety of standardized and nonstandardized assessment tools including
exceptionality-specific assessment instruments.
Speech Therapist creatively approaches
referral questions, using a variety of individually
selected assessment tools.
Speech Therapist displays little
knowledge and understanding of the
available resources.
Speech Therapist has knowledge and
understanding of the available
resources within the immediate
educational setting.
Speech Therapist has detailed knowledge
and understanding of the resources
available within the immediate educational
setting, school district, and community.
Speech Therapist has a thorough knowledge of
and can access a network of resources and
child serving agencies (i.e. regional, state) to
provide services to the child, family, and
school.
Evidence:
Comments:
1b.
Demonstrating
Knowledge of
Assessment
Instruments and
Tools
Evidence:
Comments:
1c.
Demonstrating
Knowledge of
Resources
SASED
Post Observation Feedback Form
Evidence:
Comments:
COMPONENTS
1d.
Demonstrating
Knowledge of
Local, State, and
Federal Policies
and Regulations
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Speech Therapist displays little
understanding of local, state and
Federal regulations and policies
and/or does not utilize the
information.
Speech Therapist displays basic
understanding of local, state, and
Federal regulations and policies and
can adequately utilize the information.
Speech Therapist displays an in-depth
understanding of local, state, and Federal
regulations and policies. The information
is utilized and/or presented in a
meaningful and sensitive manner.
Speech Therapist consistently implements, and
can clearly explain, local, state, and Federal
regulations and policies. The information is
utilized and/or presented in a meaningful and
sensitive manner.
Speech Therapist displays little
understanding of the characteristics
related to specific disability areas.
Speech Therapist displays basic
understanding of the characteristics
related to specific disability areas.
Speech Therapist displays an in-depth
understanding of the characteristics
related to specific disability areas and the
effects of cultural and environmental
milieu on student and family.
Speech Therapist displays an extensive
knowledge of the characteristics related to
specific disability areas and the effects of
cultural and environmental milieu on student
and family. Speech Therapist teaches about
and/or explains such characteristics to others.
Speech Therapist’s goals are
inappropriate to needs or are
unsuitable for students in an
educational setting with no student
and/or family collaboration and are
not measurable.
Speech Therapist’s goals are of
moderate value, appropriate to an
educational setting with limited student
and/or family collaboration. Some
goals permit viable methods of
assessment.
Speech Therapist’s goals are of
considerable value, appropriate to an
educational setting and represent
consistent student and/or family
collaboration. They provide opportunities
for insight and permit viable methods of
assessment.
Speech Therapist’s goals maximize student
growth, and are appropriate to the educational
setting, which represents highly effective
student and/or family collaboration. Goals
encourage opportunities for insight and permits
viable methods of assessment.
Evidence:
Comments:
1e.
Demonstrating
Knowledge of
Characteristics of
Students with
Exceptionalities
Evidence:
Comments:
1f.
Developing
Intervention
Goals
SASED
Post Observation Feedback Form
Evidence:
Comments:
COMPONENTS
1g.
Designing
Coherent
Instruction
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Activities are not suitable for
students and materials and
resources do not support goals.
Instructional groups do not support
goals and lessons / units do not
have defined structure.
Some of the activities are suitable for
students, and some of the materials
support goals. Instructional groups are
usually suitable to goals, and most
lessons / units are uniformly structured.
Most of the activities are suitable to
students, and materials support goals.
Instructional groups are varied and
lessons / units are clearly defined and
organized.
Learning activities are highly relevant, and
materials support instructional goals.
Instructional groups are varied and appropriate
with evidence of student choice, and lessons /
units are structured and allow for student
needs.
Speech Therapist’s approach to
assessing student growth contains
no clear criteria and lacks
congruence with the intervention
goals. Speech Therapist does not
use assessment results for future
intervention planning.
Speech Therapist does assess student
growth but it often lacks clear criteria and
congruence with the intervention goals.
Speech Therapist exhibits the inconsistent
use of assessment results for future
intervention planning.
Speech Therapist’s assessment of student
growth involves the use of clear criteria
and is congruent with the intervention
goals. Speech Therapist exhibits a
consistent pattern of the use of
assessment results for future intervention
planning.
Speech Therapist’s assessment of student
growth involves the use of clear criteria and is
congruent with the intervention goals. Speech
Therapist exhibits a consistent pattern of the
use of assessment results for future
intervention planning. There is a pattern of
student involvement in establishing the criteria
for assessing their own growth and planning
interactively for their future.
Evidence:
Comments:
1h.
Assessing
Student Growth
Evidence:
Comments:
SASED
Post Observation Feedback Form
SPEECH THERAPIST
DOMAIN 2: SPEECH THERAPY – COLLABORATIVE CONSULTATION ENVIRONMENT
COMPONENTS
2a.
Collaborating with
Students, Parents,
School Personnel and
Community Agencies
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Speech Therapist displays little ability
to collaborate with students, parents,
school personnel and community
agencies.
Speech Therapist displays basic ability
to collaborate with students, parents,
school personnel and community
agencies.
Speech Therapist is skillful in collaborating
with students, parents, school personnel
and community agencies. Speech
Therapist can identify resources for
parents and school personnel.
Speech Therapist is skillful and reflective
in collaborating with students, parents,
school personnel and community
agencies. Speech Therapist acts as a
resource for parents and colleagues.
Speech Therapist displays little
knowledge of collaborative
consultation skills and creative
problem solving. Consultations do
not address referral question or
problem.
Speech Therapist displays basic
knowledge of collaborative consultation
skills and creative problem solving.
Consultations address referral question
or problem as presented.
Speech Therapist displays an in-depth
knowledge of collaborative consultation
skills and creative problem solving.
Speech Therapist comprehensively
addresses referral question or problem
and identifies related issues.
Speech Therapist reviews, evaluates, and
reflects on his/her knowledge of
collaborative consultation skills and
creative problem solving. Speech
Therapist thoroughly responds to referral
problem and related issues, facilitates
problem solving, and provides appropriate
resources and intervention techniques.
Speech Therapist displays little ability
to collaborate with parents,
colleagues, and other individuals
representing a wide variety of
agencies/interests in developing
evaluations and IEPs.
Speech Therapist displays basic ability
to collaborate with parents, colleagues,
and other individuals representing a
wide variety of agencies/interests in
developing evaluations and IEPs.
Speech Therapist is skillful in collaborating
with parents, colleagues, and other
individuals representing a wide variety of
agencies/interests in developing
evaluations and IEPs.
Speech Therapist collaborates effectively
with parents, colleagues, and other
individuals representing a wide variety of
agencies/interests in developing
evaluations and IEPs. Speech Therapist
is analytical and reflective of the input from
these disciplines.
Evidence:
Comments:
2b.
Demonstrating
Knowledge of
Collaborative
Consultation Skills
and Creative Problem
Solving
Evidence:
Comments:
2c.
Applying an InterDisciplinary Approach
to Evaluation and IEP
Development
Evidence:
Comments:
SASED
Post Observation Feedback Form
COMPONENTS
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
2d.
Establishing a Culture
for Learning
Speech Therapist conveys a
negative attitude toward the content,
or suggests that it is not important.
Instructional goals and activities
convey inconsistent expectations for
student achievement. Speech
Therapist does not recognize student
accomplishment and participation.
Speech Therapist communicates the
importance of the work but may
inconsistently recognize student
accomplishment and participation.
Goals, activities, and interactions
convey modest expectations for student
achievement.
Speech Therapist conveys enthusiasm for
the subject. Speech Therapist
consistently recognizes student
accomplishment and participation. Goals,
activities, and interactions encourage high
expectations for achievement.
Speech Therapist conveys enthusiasm,
encourages and provides opportunities for
students to share accomplishments.
Through collaborative planning, Speech
Therapist and student establish and
maintain high expectations for
achievement.
Students are not productively
engages, materials are handled
inefficiently, and considerable time is
lost during transitions and/or noninstructional duties.
Tasks for student work are partially
organized; transitions, materials and
supply routines function, and noninstructional duties and therapy
procedures are efficient.
Tasks for student work are organized;
transitions, materials and supply routines
occur smoothly, and non-instructional
duties and therapy procedures are
proficient.
Students are productively engaged;
transitions, materials and instructional /
non-instructional duties are efficient, with
students assuming responsibility when
appropriate.
Speech Therapist interactions do not
clearly communicate standards of
conduct to students. Speech
Therapist is unable to effectively
monitor student behavior nor develop
strategies to respond to student
misbehavior.
Speech Therapist interactions
sometimes communicate standards of
conduct to students. Speech Therapist
is inconsistent in monitoring student
behavior and/or developing strategies
to respond to student misbehavior.
Speech Therapist interactions are clear
and consistent in communicating
standards of conduct to students. Speech
Therapist effectively monitors student
behavior and develops strategies to
respond to student misbehavior.
Speech Therapist interactions clearly
communicate standards of conduct and
facilitate student self-monitoring of
appropriate behavior.
Evidence:
Comments:
2e.
Managing Classroom
Procedures
Evidence:
Comments:
2f.
Facilitating Positive
Student Behavior
Evidence:
Comments:
SASED
Post Observation Feedback Form
SPEECH THERAPIST
DOMAIN 3: INSTRUCTION – PROGRAMS, SUPPORTS, SERVICES
COMPONENTS
3a.
Communicating
Expectations,
Directions and
Procedures Clearly
and Accurately
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Speech Therapist’s directions and
procedures are confusing, language is
inaudible or illegible with many
grammar and syntax errors, vocabulary
is vague, inappropriate, used
incorrectly, or confusing. Instructional
groups are inappropriate to goals of
individual students.
Speech Therapist’s directions and
procedures are clarified after initial
confusion, language is correct, audible
and legible, and vocabulary is correct
but limited or sometimes inappropriate.
Instructional groups are appropriate or
successful in advancing goals of
individual students.
Speech Therapist’s directions and
procedures are clear with appropriate
detail, spoken and written language
is correct with appropriate
vocabulary. Instructional groups are
appropriate to goals of individual
students.
Speech Therapist’s directions and
procedures are clear and modified to reflect
students’ needs; language is correct and
expressive, with well-chosen, enriching
vocabulary. Instructional groups are fully
productive and appropriate to goals of
individual students.
Speech Therapist’s questions are
unrelated to goals and child’s
developmental level. Speech Therapist
– student interaction is mostly recitation
style, and students rarely participate in
the activity. Minimal student response
time is given.
Speech Therapist’s questions are of
mixed quality, only some invite
response. Speech Therapist attempts
to engage students in discussion with
uneven results or limited success.
Speech Therapist’s questions are
developmentally appropriate, focus
on goals, and adequate time is
available for response. Interaction
with Speech Therapist is active,
engaging, and successful.
Speech Therapist’s questions are of high
quality with adequate response time.
Students are provided with an opportunity for
discussion and are active participants.
Representation of content is
inappropriate, unclear and/or uses poor
examples. Students are not engaged in
movement toward goals because of
inappropriate activities or materials,
lack of structure, or inappropriate
pacing.
Representation of content is
inconsistent. Materials and resources
are usually suitable to goals and some
assignments are appropriate and
engaging. Lesson has structure, but is
not consistently maintained or paced.
Representation of content and most
assignments are appropriate.
Materials and resources are suitable
and most students are engaged.
Lesson has a clear structure and
pacing is appropriate.
Representation of content is appropriate,
students respond well, are engaged and
consistently participate. Materials and
resources are suitable to goals, engaging
and utilize student responses. Lesson
structure is well paced for all / individual
students, highly coherent, and allows for
student reflection and closure.
Evidence:
Comments:
3b.
Using Questioning and
Discussion
Techniques
Evidence:
Comments:
3c.
Engaging Students in
Learning and Quality
Work Assignments
Evidence:
SASED
Post Observation Feedback Form
Comments
COMPONENTS
3d.
Providing Formative
Feedback to Students
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Speech Therapist does not provide
feedback to students, or it is of poor
quality, and/or not provided in a timely
manner.
Speech Therapist’s feedback to student
is inconsistent in quality and timeliness.
Speech Therapist’s feedback to
student is consistently of high quality
and provided in a timely manner.
Speech Therapist’s feedback is consistently
of high quality and timely. Provision is made
for students to use the feedback in their
learning.
Speech Therapist adheres to instruction
plan in spite of evidence of poor student
understanding or student’s lack of
interest and fails to respond to students’
questions. Speech Therapist assumes
no responsibility for students’ failure to
understand, does not set appropriate
service priorities, and assumes no
responsibility for providing services
when space, student availability and
equipment are not optimal.
Speech Therapist attempts to adjust
lessons and accommodate students’
questions or interests with mixed
results, but has limited repertoire of
instruction strategies for students’
success. Speech Therapist
inconsistently sets appropriate service
priorities, and is somewhat flexible in
providing services given the constraints
of the school environment.
Speech Therapist smoothly adjusts
lesson and accommodates students’
questions or interests, has an
extensive repertoire of strategies,
and solicits additional resources for
student success. Speech Therapist
consistently sets appropriate service
priorities and is flexible and
persistent in providing services given
the constraints of the school
environment.
Speech Therapist adjusts lesson, when
necessary, and enhances learning by
building on a spontaneous event. Speech
Therapist demonstrates an extensive
repertoire of strategies, uses them effectively
with students as needed, and makes major
adjustment to lesson when necessary.
Speech Therapist consistently sets
appropriate services priorities and
demonstrates creativity and persistence in
providing services given the constraints of
the school environment.
Speech Therapist does not participate
in or attend team meetings when
required. Participation at meetings
undermines team process / climate.
Speech Therapist participates in team
meetings, but may need some
supervision and direction about
participation.
Speech Therapist participates
actively, consistently, and
constructively in team meetings.
Speech Therapist facilitates team meetings;
Also anticipates and plans for team needs.
Evidence:
Comments:
3e.
Demonstrating
Flexibility and
Responsiveness
Evidence:
Comments:
3f.
Demonstrating
Involvement in
Building and
Departmental Teams
Evidence:
SASED
Post Observation Feedback Form
Comments:
COMPONENTS
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
3g.
Providing Consultation
to Staff
Speech Therapist does not understand
staff concerns, does not provide timely,
useful or practical strategies.
Speech Therapist fails to evaluate
implementation and effectiveness of
consultation.
Speech Therapist demonstrates basic
understanding of staff needs. Strategies
are sound. Speech Therapist collects
information about interventions in a
timely manner that allows program
adjustment as needed.
Speech Therapist demonstrates a
thorough understanding of staff
needs, facilitates the development of
clear and concise strategies that are
timely and effective. Speech
Therapist integrates evaluation with
the design of the consultation so that
data collection and program
adjustment are ongoing processes.
Staff actively seek the involvement of the
Speech Therapist in solving problems.
Speech Therapist consistently monitors and
revises strategies as necessary to promote
problem solving. Speech Therapist facilitates
data collection that permits staff to make
ongoing evaluation and necessary
modifications. Consultation is ongoing.
Speech Therapist is unfamiliar with
relevant procedures and fails to
administer or score according to
acceptable practices. Test
administration is not modified as
needed. Speech Therapist fails to
recognize and address test
environment limitations.
Speech Therapist demonstrates
competency in understanding
procedures for each measure and
adheres to standardized administration.
Speech Therapist observes and
modifies environment for any
limitations. Test administration is
modified based on environmental
conditions.
Speech Therapist is well versed in
multiple procedures and administers
them according to standardized
specifications and special needs.
Speech Therapist inspects and
modifies, to extent possible, rooms in
advance for environmental
limitations.
Speech Therapist uses innovative strategies
and techniques to assess the student’s
needs. Procedures are adapted to
accommodate for all special and
environmental needs and circumstances.
Evidence:
Comments:
3h.
Managing Assessment
Procedures
Evidence:
Comments:
SASED
Post Observation Feedback Form
SPEECH THERAPIST
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
COMPONENTS
4a.
Reflecting on
Intervention and
Instruction
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Speech Therapist misjudges the
effectiveness of the intervention /
lesson or achieved goals and has no
suggestions for improvement.
Speech Therapist has a generally
accurate impression of the intervention /
lesson’s effectiveness or goal attainment,
and makes general suggestions for
improvement.
Speech Therapist makes an accurate
assessment of the intervention / lesson’s
effectiveness and goal attainment and can
cite examples to support judgment.
Speech Therapist makes suggestions for
improvement.
Speech Therapist makes an accurate
assessment of the intervention / lesson’s
effectiveness and goal attainment and can
cite specific examples and their relative
value. Speech Therapist draws upon
extensive repertoire, and offers alternative
actions and their probable successes.
Speech Therapist is not alert to
student’s needs, which contributes to
practices that result in some students
being ill served. Speech Therapist
makes decisions based on limited
consideration or unsupported by
data.
Speech Therapist’s attempts to serve
students are based on best information
and are genuine but may be inconsistent.
Decisions are data driven and reflect
student needs.
Speech Therapist makes genuine and
successful efforts to ensure that all
students are well served. Decision making is guided by best practice and
interest of the student and decisions
consistently show good judgment.
Speech Therapist actively participates in
team decision-making.
Speech Therapist takes a leadership role in
team decision-making and helps ensure
decisions are based on the highest
professional standards. Speech Therapist
demonstrates ethical decision-making based
upon professional judgment, convictions, and
effective use of data. Speech Therapist
advocates for students and families.
Speech Therapist has no system for
maintaining accurate records,
resulting in errors and confusion.
Records are missing, illegible or not
secure. Speech Therapist does not
store protected test materials,
scoring forms, and notes in a secure
area and access to records is not
monitored.
Speech Therapist’s system for maintaining
accurate records is rudimentary and only
partially effective. Most records are
available, accurate and secured. Speech
Therapist complies with procedures to
secure, store, and monitor access to
protected test materials, scoring forms,
records and notes.
Speech Therapist’s system for maintaining
records is efficient and effective. Records
are complete, secured, accurate, legible,
and well organized. Speech Therapist
consults with building administrator to
ensure storage of protected test materials,
scoring forms, and record notes in a
secure, locked area. Monitoring
(of access) is ongoing and in compliance
with procedures.
Speech Therapist’s system for maintaining
information in special education is efficient
and highly effective. Records are complete,
secure, legible, and understandable to
another qualified professional. Speech
Therapist consults with district administrator
to design policy that allows for storing
protected test materials, forms, and notes in
a secure area. Speech Therapist works with
staff to ensure the understanding of
procedures regarding the storage and
security of protected materials and records.
Evidence:
Comments:
4b.
Demonstrating
Decision Making
Evidence:
Comments:
4c.
Maintaining
Accurate Records
SASED
Post Observation Feedback Form
Evidence:
Comments:
COMPONENTS
4d.
Complying with
Procedural
Guidelines
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Speech Therapist repeatedly
disregards timelines or fails to adhere
to procedural safeguards.
Speech Therapist is attentive to timelines
and adheres to procedural safeguards.
Speech Therapist works with schoolbased teams and parents to ensure that
all procedural safeguards are consistently
followed.
Speech Therapist conducts training with
school staff to ensure understanding,
collaboration and compliance with timelines
and procedural safeguards.
Speech Therapist provides little or no
information to families.
Speech Therapist does not attempt
to engage families in a relationship
and does not respond or responds
insensitively to family concerns.
Speech Therapist complies with school
procedures/practices for communicating
with families. Speech Therapist
demonstrates some sensitivity and makes
an effort to engage families to identify and
achieve common goals.
Speech Therapist communicates
frequently and sensitively with families.
Speech Therapist provides information
regarding student’s progress and needs,
available resources, CSE process and due
process rights.
Speech Therapist communicates frequently
and sensitively with families. Speech
Therapist empowers and supports families to
function as advocates for themselves and
their children.
Speech Therapist participates in school,
department or district committees, events
or projects when specifically requested.
Speech Therapist’s relationships with
colleagues are cordial and professional.
Speech Therapist participates actively in
school, department or district committees,
events or projects. Speech Therapist
maintains positive relationships with
colleagues.
Speech Therapist makes a substantial
contribution to school, department or district.
Speech Therapist assumes a leadership role
with colleagues and participates in
team/department decision-making.
Evidence:
Comments:
4e.
Communicating
with Families
Evidence:
Comments:
4f.
Contributing to
School and District
-----Establishing Peer
Relationships
Evidence:
Speech Therapist does not
become involved in school,
department or district committees,
events or projects. Speech
Therapist’s relationships with
colleagues are negative and/or
self-serving.
SASED
Post Observation Feedback Form
Comments:
COMPONENTS
4g.
Growing and
Developing
Professionally
UNSATISFACTORY
BASIC
PROFICIENT
Speech Therapist does not
participate in professional
development activities, even when
the activities are clearly necessary
for the development of special
educator skills.
Speech Therapist’s participation in
professional development activities is
limited to attendance at required activities.
Speech Therapist participates actively in a
variety of professional development
activities and utilizes the new skills /
information appropriately.
DISTINGUISHED
Speech Therapist makes a substantial
contribution to the department, district and
the profession through such activities as
action research, supporting new staff, and
actively pursues professional development.
Evidence:
Comments:
Speech Therapist’s Comments:
My signature indicates that I have read the evidence and comments, participated in a Pre and Post Observation Conference and received a
copy of the rubric. It does not mean that I am in agreement.
_____________________________________
Speech Therapist Signature
_____________
Date
_____________________________________
Administrator’s Signature
_____________
Date