WESTWOOD REGIONAL SCHOOL DISTRICT
Township of Washington, New Jersey
CHILD STUDY TEAM EVALUATION
CST
Member:
:
Absences from:
Date:
Certification Area:
to
Personal
Team:
School Bus. / Prof. Devel.
Illness
Evaluator:
Bereavement
Tenure Status:
Domain 1: Developing an IEP
Several Example Indicators of “Professional” Rating
Quality
Writing Eligibility
Statements
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Writing Least
Restrictive Environment
Statements
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Modifications and
Accommodations
NJDOE Code
Meeting Timelines
Goals and Objectives
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Transitions (if
applicable)
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Rating
Effectively analyzes and interprets student assessment data
Translates assessment findings into educational approaches
Records and reports are completed in an accurate and timely manner based on
nationally validated protocols
Implements IDEA requirement for placing students with disabilities in the least
restrictive environment
Considers to the maximum extent appropriate that students with disabilities be educated
with students who are nondisabled.
Special classes, separate schooling, or other removal of children with disabilities from
the regular classroom is recommended only when the nature or severity of the
educational disability is such that education in the regular class cannot be achieved
satisfactorily with the use of supplementary aids and services
To the maximum extent appropriate, each child with a disability is recommended to
participate with nondisabled children in nonacademic and extracurricular services and
activities
Recommends modifications, accommodations, and supports which are
consistent with students identified areas in need of improvement in the IEP
Uses appropriate NJDOE code timelines to stay in compliance with students assigned to
case manager caseload
Implements all appropriate NJDOE code in special education
Implements district timelines for Child Study Team procedures
Adheres to NJ State mandated timelines relative to special education
Submits all paperwork within appropriate timelines
IEP annual goals address the student’s unique educational needs and stay
consistent with identified areas of essential improvement
Goals stipulate an amount of progress over the year which assumes intensive
appropriate instruction and takes into account the child’s ability level
Goals include an observable behavior, objective, and assessable criterion
When applicable assists students with planning for high school and life after graduation
At age 16, includes the student’s needed transition services in the IEP
Transition services are based on the student’s needs, taking into account individual
preferences, strengths, and interests
Transition services plan relates directly to the student’s goals beyond high school and
shows how planned studies are linked to these goals
Rating Key =
Ineffective (1) ; P- Partially Effective (2); E-Effective (3); H-Highly Effective (4)
Recommendations and/or Commendations:
Revised March 2014
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Domain 2: Monitoring Student Progress and Potential
Several Example Indicators of “Professional” Rating
Quality
Knowledge of the
Student
Monitoring Student
Progress
Responding to Student
Needs & Abilities
Synthesizing PLAAFP
(Present Level of
Academic Achievement
and Functional
Performance)
Rating
• Knows and understands students as individuals in terms of ability, achievement,
and learning styles based on data
• Observes student in a variety of settings
 Reviews student progress reports and report cards
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Collaborates with teachers in progress toward IEP goals and objectives
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PLAAFP are written in the areas of the child’s unique educational needs that are
addressed by special services, as stipulated in the IEP
PLAAFPs are specific, objective, and utilize measurable terms
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Rating Key =
Ineffective (1) ; P- Partially Effective (2); E-Effective (3); H-Highly Effective (4)
Recommendations and/or Commendations:
Domain 3: IEP Meeting Management and Organization
Several Example Indicators of “Professional” Rating
Quality
Preparation
Facilitating Meetings
Addressing Disputes
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Rating
Compiles data in a timely manner for appropriate stakeholders
Handles responsibilities and tasks promptly, efficiently, and consistently
Efficiently runs meetings according to district procedures
Provides effective leadership at meetings
Demonstrates understanding of student
Articulates IEP recommendations in an appropriate manner
Parent rights are explained and appropriate consents obtained
Effectively invites and communicates with appropriate staff
 Attempts to resolve disputes in an appropriate manner based on student need and
utilization of available data and subjective criteria.
Rating Key =
Ineffective (1) ; P- Partially Effective (2); E-Effective (3); H-Highly Effective (4)
Recommendations and/or Commendations
Domain 4: Professional Characteristics and Responsibilities
Several Example Indicators of “Professional” Rating
Quality
Interactions with
Students &
Communicating with
Families
Revised March 2014
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Rating
Maintains professional relationships with students, colleagues, and parents
Shows concern for students’ emotional and physical well-being
Displays interest in and concern about students’ lives
Communicates frequently with families and successfully engages them in the
instructional program using all available resources (i.e., updated website, e-alerts,
timely phone calls, etc…)
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Reflective Practice &
Professional Growth
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Contributing to the
Department and District
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Implementing District
and Department Policies
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Interactions with
Administration
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Knows professional strengths, as well as areas for growth
Reflects on performance and uses specific suggestions to improve the delivery of
services
Sets high standards and goals for oneself
Accepts responsibility for all aspects of students’ programming
Maintains positive and collaborative relationships with colleagues
Actively participates in professional development activities, as well as
department and district programs
Takes on a leadership role in district or departmental decisions
Initiates important activities to contribute to the profession, such as mentoring
new staff members, making presentations, chairing committees, etc…
Turnkeys relevant professional development experiences to colleagues
Finds, implements, and shares new practices and resources
Implements all responsibilities as specified in district, building, and departmental
policies and procedures in an ethical manner (i.e., dress, on time arrival, duties,
etc…)
Establishes and updates professional website based on district protocols
Maintains a system of accurate records, which is efficient and tracks student
progress
Submits all paperwork within appropriate timelines
Handles responsibilities and tasks promptly, efficiently, and consistently
Communicates effectively with administration regarding student and/or professional
materials
Actively engages in collaborative conversation regarding student IEP
Development
Adheres to department protocols for submission of IEP documentation for review
Rating Key =
Ineffective (1) ; P- Partially Effective (2); E-Effective (3); H-Highly Effective (4)
Domain 5: Therapists (if applicable)
Several Example Indicators of “Professional” Rating
Quality
Preparing for Therapy
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Conducting and Writing
Therapy Evaluations
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Participating in
Meetings
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Rating
Handles responsibilities and tasks promptly, efficiently, and consistently
Prepares for therapy sessions addressing IEP goals and objectives
Adheres to therapy schedule carrying out IEP recommendations
Provides adequate written documentation for progress notes, discharge
summaries, etc.
Utilizes and interprets appropriate assessment tools
Recommends appropriate school based treatment with a rationale
If applicable, provides a rationale for unwarranted therapy services
Formulates goals that are individualized, relate to the body of the report, and address the
educational needs of the student.
Articulates an understanding of the student, current progress, and therapy
recommendations
Rating Key =
Ineffective (1) ; P- Partially Effective (2); E-Effective (3); H-Highly Effective (4)
Recommendations and/or Commendations:
General Comments:
The breakdown for ratings is as follows:
3.50-4.00
2.65-3.49
1.85-2.64
1.00-1.84
Revised March 2014
Highly Effective
Effective
Partially Effective
Ineffective
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Domain 1
Domain 2
Domain 3
Domain 4
Domain 5
CST Practice Value
Total Domain Scores/22
Staff Member’s Comments:
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____________________________
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*Staff Member’s Signature & Date
Supervisor or Administrator
Director
* My signature does not necessarily indicate that I agree with the contents of this evaluation, but does indicate that I have seen, discussed, and received a copy
of this evaluation.
Revised March 2014
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