LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 1: Special Education Content Knowledge
The Program Assistant understands District, State and Federal guidelines related to the Individuals with Disabilities Education Act (IDEA) and
supports the provision of appropriate special education services, ages 5 to 21, across all special education settings.
Indicator
Does Not Meet Standard
(DNM)
Developing Proficiency
Toward Standard (DP)
Proficient Relative to
Standard (PR)
Exceeds Standard (E)
1.1 Demonstrates a
complete and thorough
knowledge of District,
State and Federal
guidelines related to the
special education process
from evaluation to
provision of services.
Does not display knowledge
of District, State, and Federal
guidelines related to the
special education process
from evaluation to provision
of services.
Displays limited knowledge
of District, State, and Federal
guidelines related to the
special education process
from evaluation to provision
of services.
Displays a thorough working
knowledge of District, State,
and Federal guidelines
related to the special
education process from
evaluation to provision of
services.
Facilitates trainings and
models best practice to staff
for implementation of
District, State, and Federal
guidelines related to special
education services.
1.2 Demonstrates
knowledge of district
special education tools to
implement provision of
special education
services.
Does not demonstrate
knowledge of district special
education resources to
implement provision of
special education services.
Demonstrates limited
knowledge of district special
education resources to
implement provision of
special education services.
Demonstrates thorough and
consistent knowledge of
district special education
resources to implement
provision of special
education services.
Uses knowledge of district
special education resources
to provide recommendations
for systemic change for
implementation of special
education services.
1.3 Communicates
District, State and Federal
special education
guidelines and procedures
with service providers
and school staff.
Does not communicate
District, State and Federal
special education guidelines
and procedures with service
providers and school staff.
While not always effective,
attempts to communicate
District, State and Federal
special education guidelines
and procedures with service
providers and school staff.
Effectively communicates
District, State and Federal
special education guidelines
and procedures with service
providers and school staff.
Is a resource for colleagues
in understanding District,
State and Federal special
education guidelines and
procedures with service
providers and school staff.
Rev 08/19/13
Salem-Keizer Public Schools
Page 1 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 1: Special Education Content Knowledge (continued)
The Program Assistant understands District, State and Federal guidelines related to the Individuals with Disabilities Education Act (IDEA) and
supports the provision of appropriate special education services, ages 5 to 21, across all special education settings.
Guiding Questions
Evidence Examples
• Does the Program Assistant clearly express the relationship between Common Core
Standards and IEP goals and objectives?
• Can the Program Assistant describe a variety of placement options?
• Does the Program Assistant know eligibility criteria for specific special education
disabilities?
• Can the Program Assistant distinguish between specially designed instruction versus
students’ academic instruction?
• Can the Program Assistant communicate disability criteria and related special
education process evaluation and provision of services?
Rev 08/19/13
• Accessing the OARS in regard to the special education process
• Phone logs
• Meeting minutes/notes
• Using special education management systems correctly
• Facilitating meetings following appropriate procedures
• Support and successful completion of annual census count
Salem-Keizer Public Schools
Page 2 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 2: Learner Development
The Program Assistant understands how learners grow and develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas.
Indicator
Does Not Meet Standard
(DNM)
Developing Proficiency
Toward Standard (DP)
Proficient Relative to
Standard (PR)
Exceeds Standard (E)
2.1 Demonstrates an
understanding of how
children/adolescents
learn and develop and
how they may be
impacted by a disability.
Does not demonstrate
knowledge of student
patterns of learning and
development.
Demonstrates limited
knowledge of student
patterns of learning and
development.
Demonstrates thorough
knowledge of student
patterns of learning and
development.
Is a resource for colleagues in
understanding and interpreting
student patterns of learning and
development.
2.2 Designs and supports
implementation of
developmentally
appropriate
Individualized Education
Plans.
Does not design and support
implementation of
developmentally appropriate
Individualized Education
Plans.
Inconsistently designs and
supports implementation of
developmentally appropriate
Individualized Education
Plans.
Consistently designs and
supports implementation of
developmentally appropriate
Individualized Education
Plans.
Demonstrates mastery in the
designing and supporting of
developmentally appropriate
Individualized Educational
Plans.
Guiding Questions
Evidence Examples
• Does the Program Assistant clearly express the relationship between Common Core
Standards and IEP goals and objectives?
Does the Program Assistant have thorough knowledge of reading, math, writing, and ESL as
it relates to eligibility?
• How is student data used to modify and/or design specialized instruction?
• Is there demonstrated understanding of student development relative to student’s disability?
• Do IEP goals indicate an understanding of developmentally-appropriate student learning?
• Are student needs actively reflected in IEP goals?
• Does the Program Assistant provide examples of modified materials created in response to
data and/or disability needs?
• Does the Program Assistant ask probing questions in IEP meetings relative to learner
development and IEP goals?
Rev 08/19/13
• Present Levels of Academic and Functional Performance (PLAAFP) reflect
student needs
• Measurable goals and objectives that relate to the PLAAFP
• Comprehensive present level of performance that drive goal development and
specially-designed instruction
• Examples of instructional interventions, accommodations, and modifications used
to maximize student learning
• Providing guidance to teachers, specialists, and others in monthly Job Alikes,
Special Education Academy, and consultation with case managers
Salem-Keizer Public Schools
Page 3 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 3: Learning Differences
The Program Assistant understands the individual differences of each special education eligibility, and how diverse cultures and communities
impacts learning.
Indicator
Does Not Meet Standard
(DNM)
Developing Proficiency
Toward Standard (DP)
Proficient Relative to
Standard (PR)
Exceeds Standard (E)
3.1 Demonstrates
knowledge of all special
education eligibility
criteria.
Is unable to locate and
apply information related to
knowledge of special
education eligibility criteria.
Is able to locate and apply
information related to
knowledge of special
education eligibility criteria.
Demonstrates a thorough
working knowledge of
special education eligibility
criteria.
Is a resource and provides
training for colleagues in
understanding special
education eligibility criteria.
3.2 Demonstrates
knowledge of disability
impact on educational
programming and
recommendations for
instruction.
Displays limited knowledge
of disability impact on
educational programming
and recommendations for
instruction.
Identifies the disability, but
displays limited
understanding of its impact
on student learning and
development of instructional
interventions,
accommodations,
modifications.
Identifies the impact of
disabilities and recommends
comprehensive researchbased instructional
interventions,
accommodations, and
modifications to maximize
student learning.
Actively seeks knowledge of
disabilities and their
impacts. Purposefully
communicates researchbased practices and
strategies of instructional
interventions,
accommodations, and
modifications to maximize
student learning.
3.3 Facilitates discussion
and determination of
language and cultural
impact on student
learning especially as it
relates to special
education service
provision.
Does not demonstrate
ability to facilitate
discussions using
knowledge of the required
elements (cultural and
language issues) to identify
and determine the special
education services.
While not always successful,
attempts to facilitate
discussion using knowledge
of the required elements
(cultural and language
issues) to identify impact
and determine the special
education services.
Facilitates discussion using
knowledge of the required
elements (cultural and
language issues) to identify
impact and determine the
special education services.
Uses multiple methods to
facilitate the discussion of
cultural and language issues
and their impact on special
education service provision,
and to identify unique ways
to provide the most
effective service possible.
Rev 08/19/13
Salem-Keizer Public Schools
Page 4 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 3: Learning Differences (continued)
The Program Assistant understands the individual differences of each special education eligibility, and how diverse cultures and communities
impacts learning.
Guiding Questions
Evidence Examples
• Does the Program Assistant relate cultural and community differences with IEP
development and student learning?
• Is an understanding of students’ needs and backgrounds demonstrated?
• Are resources and/or specialists accessed to meet student needs when those needs
extend beyond current professional understandings or skills?
• Are high expectations for all students consistently communicated?
• Does the Program Assistant know eligibility criteria for specific special education
disabilities?
Rev 08/19/13
• Meeting minutes describing eligibility/IEP discussion
• Examples of instructional interventions, accommodations, and modifications used to
maximize student learning
• Examples of research-based instruction interventions, accommodations, and
modifications
Salem-Keizer Public Schools
Page 5 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 4: Learning Environments
The Program Assistant works with others to create environments that support individual and collaborative learning and that encourage positive
social interaction, active engagement in learning and self-motivation.
Indicator
Does Not Meet Standard
(DNM)
Developing Proficiency
Toward Standard (DP)
Proficient Relative to
Standard (PR)
Exceeds Standard (E)
4.1 Collaborates with
building teams to
identify, organize, and
access building and
district resources to
create effective learning
environments.
Does not collaborate with
building teams to identify,
organize, and/or access
building and district
resources to create effective
learning environments for
students.
While not always effective
attempts to collaborate with
building teams to identify,
organize and access
building and district
resources to create effective
learning environments for
students.
Effectively collaborates with
building teams to identify,
organize and access
building and district
resources to create effective
learning environments for
students.
Proactively communicates
with supervisor regarding
future program needs in
collaboration with the
building teams in order to
identify, organize and
access building and district
resources to create effective
learning environments for
students.
4.2 Supports elements of
safe and productive
learning environments,
including norms,
expectations, routines
and organizational
structures.
Attempts to collaborate with
building teams do not result
in establishment of a safe
and productive learning
environment.
While not always effective,
attempts to collaborate with
building teams to establish
and support elements of a
safe and productive learning
environment.
Effectively collaborates with
building teams to establish
and support elements of a
safe and productive learning
environment.
Acts as a resource for
colleagues in understanding
and interpreting the
elements of a safe and
productive learning
environment.
4.3 Demonstrates
knowledge of district
adopted policies and
procedures related for
behavior management.
Has limited knowledge of
positive behavioral supports
and is unable to provide a
clear explanation of those
supports or identified
strategies.
Demonstrates limited
knowledge of positive
behavioral supports and
strategies to provide
ongoing consultation to
encourage safe and
productive learning
environments.
Demonstrates knowledge of
positive behavioral supports
and strategies to provide
ongoing consultation to
encourage safe and
productive learning
environments.
Demonstrates deep
knowledge and acts as a
resource for colleagues in
understanding and
interpreting the positive
behavioral supports and
strategies.
Rev 08/19/13
Salem-Keizer Public Schools
Page 6 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 4: Learning Environments (continued)
The Program Assistant works with others to create environments that support individual and collaborative learning and that encourage positive
social interaction, active engagement in learning and self-motivation.
Guiding Questions
Evidence Examples
• In what ways does the Program Assistant support the environment’s organization to
engage students in learning?
• In what ways does the Program Assistant support teachers to establish a behavior
system which promotes a climate of respect and learning?
• How is the environment organized to address students’ disabilities? (e.g., lack of
visual clutter, clear traffic patterns, ADA access)
• Does the Program Assistant support the incorporation of positive strategies to help
students cope with frustrations in the learning situation that may be associated with their
disability?
• In what ways does the Program Assistant consult with staff to support tasks and
learning/social situations to optimize student success?
• Is the Program Assistant knowledgeable about current restraint and seclusion
procedures?
Rev 08/19/13
• Attended MANDT training/recertification
• Documentation of suggestions regarding environment, classroom organization, and
behavioral supports
• Documentation of recommendations in regard to student behavioral management
systems
• Attending meetings (e.g., IEP, behavioral) within the buildings
Salem-Keizer Public Schools
Page 7 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 5: Engages, Supports, and Advances Professional Learning of Teachers
The Program Assistant uses a variety of strategies and resources to respond to the teacher’s professional needs and to the learning needs of all
students.
Indicator
Does Not Meet Standard
(DNM)
Developing Proficiency
Toward Standard (DP)
Proficient Relative to
Standard (PR)
Exceeds Standard (E)
5.1 Uses reflective and
facilitative
communication skills to
engage the teacher in
collaborative problem
solving and reflective
thinking to promote self
–directed learning.
Does not attempt to
facilitate positive,
productive, reflective
conversations.
Makes limited attempts to
facilitate positive,
productive, and reflective
conversations.
Facilitates positive,
productive, and reflective
conversations. Applies
instructive and collaborative
strategies to promote
reflective thinking and
problem solving.
Encourages ongoing
reflection, critical thinking,
and risk-taking to promote
both self-direction and
collaborative problem
solving. Effectively
addresses sensitive issues
and resistance.
5.2 Selects from a variety
of strategies and
resources, including
available technology, to
respond to the teacher’s
professional needs and
to address the learning
needs of all students.
Unable to respond to the
needs of the teacher. Makes
no use of strategies,
resources, or technology to
promote student learning.
Uses a limited number of
strategies to support the
teacher’s professional
needs. While not always
successful, attempts to
support the effective use of
resources, including
available technology, to
promote student learning.
Selects from a variety of
research-based strategies
and resources to support
the teacher’s professional
needs. Supports the
effective use of resources,
including available
technology, to promote
student learning.
5.3 Builds on and values
prior knowledge,
background, interests,
experiences and needs of
the teacher.
Does not use knowledge of
participants’ prior
knowledge, interests and
needs in planning
professional learning.
Plans professional
development with basic
knowledge of the
participants. Recognizes the
importance of formally and
informally assessing prior
knowledge of the
participants.
Uses knowledge of adult
learning theory and the
importance of clear
objectives while planning
professional learning.
Connects new learning with
participants’ current
perspectives, knowledge,
experiences, interests, and
needs.
Actively seeks and shares
new knowledge of
strategies and resources.
Promotes the teacher’s
integration of resources,
including available
technology, to influence
practice and promote
individualized student
learning.
Designs professional
learning that includes
deliberate and multiple
opportunities for teachers to
build on their own
knowledge, experiences,
and interests to improve
their practice, and reflect on
the effect it has on student
learning.
Rev 08/19/13
Salem-Keizer Public Schools
Page 8 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 5: Engages, Supports, and Advances Professional Learning of Teachers
The Program Assistant uses a variety of strategies and resources to respond to the teacher’s professional needs and to the learning needs of all
students.
Indicator
Does Not Meet Standard
(DNM)
Developing Proficiency
Toward Standard (DP)
Proficient Relative to
Standard (PR)
Exceeds Standard (E)
5.4 Uses a variety of
research-based
instructional strategies
to differentiate
professional
development for
teachers.
Does not differentiate
professional development in
light of participants’
experience, interests and
needs. Does not recognize
participants’ experience,
interests and needs in
planning professional
development.
Recognizes that participants
have different levels of
experience, interests, and
needs, but does not
consistently differentiate
professional development.
Differentiates professional
development based on
developmental needs,
learning styles, interests,
and individual professional
learning goals.
Actively seeks additional
knowledge of researchbased practices and
strategies based on
identified needs, levels, and
goals of participants and
implements new learning
into professional
development for teachers.
Guiding Questions
Evidence Examples
• Does the Program Assistant identify Early Childhood Special Education (ECSE)
trends in the coming year?
• Does the Program Assistant encourage and facilitate teachers in engaging in reflective
practice?
• What research-based strategies does the Program Assistant provide to teachers?
• How is feedback data used to improve teacher practice?
• How does the Program Assistant collaborate with teachers and support personnel?
Rev 08/19/13
• Program Assistant asks reflective questions to advance professional learning
• Strategies provided are relevant to meet the needs of the content/teacher
• Feedback forms, surveys, evaluation forms, and emails from participants at trainings
• Program Assistant provided feedback and suggestions
• Providing guidance in Job-Alikes, Special Education Academy, and consultation with
case managers
Salem-Keizer Public Schools
Page 9 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 6: Professional Learning and Ethical Practice
The Program Assistant engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals and the community), and adapts practice to meet the needs
of each learner.
Indicator
Does Not Meet Standard
(DNM)
Developing Proficiency
Toward Standard (DP)
Proficient Relative to
Standard (PR)
Exceeds Standard (E)
6.1 Engages in ongoing
learning opportunities to
develop and apply
knowledge and skills.
Rarely engages in
professional learning
opportunities.
Engages in professional
learning opportunities, but
demonstrates little or no
implementation of new
knowledge and skills.
Engages in professional
learning opportunities based
on self-assessment.
Implements new knowledge
and skills.
Initiates and pursues
professional learning
opportunities and actively
shares expertise with
others.
6.2 Uses multiple sources
of evidence (e.g. selfreflection tools,
classroom observations,
class lists, video) to selfassess professional
practice.
Does not use evidence to
self-assess professional
practice.
Uses few sources of
evidence to self-assess
professional practice.
Utilizes multiple sources of
evidence to self-assess
professional practice.
Integrates experimentation,
data analysis, and reflection
into daily professional
practice. Readily engages in
collaborative efforts to
reflect on professional
practice.
6.3 Demonstrates
knowledge of legal and
ethical rights and
responsibilities.
Demonstrates inadequate
knowledge of federal, state,
and district regulations,
procedures and policies.
Demonstrates limited
understanding of federal,
state, and district
regulations, procedures and
policies.
Demonstrates thorough
understanding and fully
complies with federal, state,
and district regulations,
procedures and policies.
Demonstrates an
understanding and stays
informed of changing laws
and ethical standards,
through professional
development, literature, or
activities.
6.4 Collects data for
maintenance of
departmental
documentation including
monthly data, selfcontained class lists, web
based IEPs and
transportation requests.
Does not collect and
analyze data.
Data collection is
incomplete and/or
inconsistently analyzed.
Consistently collects and
analyzes a variety of data
for maintenance of
departmental
documentation.
Uses collected data to
analyze and predict trends
in future needs. Develops
departmental systems to
refine data collection.
Rev 08/19/13
Salem-Keizer Public Schools
Page 10 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 6: Professional Learning and Ethical Practice (continued)
The Program Assistant engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals and the community), and adapts practice to meet the needs
of each learner.
Guiding Questions
Evidence Examples
• Are strengths and areas for growth identified during self-assessment?
• Are professional growth opportunities selected and participated in which relate to
previously identified areas of opportunity for growth?
• Is professionalism exhibited based on confidentiality; legal and ethical rights and
responsibilities; and school, district, and state performance requirements?
• Was the Program Assistant aware and did he/she collaborate with teachers to meet
census requirements?
• Has the Program Assistant maintained data necessary for job requirements?
Rev 08/19/13
• Professional Growth Goals
• Self-assessment rubrics with documented reflection and relevance to Professional
Growth Goals
• Active participation in team, school, Job-Alike, and other meetings
• Practice which reflects knowledge of most recent changes in legal and ethical rights
and responsibilities
• Participation in professional development which relates to current student needs
• Current with required trainings
Salem-Keizer Public Schools
Page 11 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 7: Leadership and Collaboration
The Program Assistant seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals and community members to ensure learner growth and to advance the profession.
Indicator
Does Not Meet Standard
(DNM)
Developing Proficiency
Toward Standard (DP)
Proficient Relative to
Standard (PR)
Exceeds Standard (E)
7.1 Takes an active role
on a variety of building
and district teams.
Rarely engages in meetings
and activities designed to
plan curriculum, coordinate
resources, and solve
problems.
Sometimes engages in
meetings and activities
designed to plan curriculum,
coordinate resources and
solve problems.
Engages in meetings and
activities designed to plan
curriculum, coordinate
resources, and solve
problems.
Initiates opportunities for
staff collaboration to plan
curriculum, coordinate
resources, and solve
problems.
7.2 Works collaboratively
with students, families
and related service
providers to support
learner development and
achievement.
Rarely invites interactive
communication to support
learner development and
achievement.
Sometimes invites
interactive communication.
Shares information to
support learner
development and
achievement.
Invites interactive
communication to support
learner development and
achievement.
Uses interactive
communication to foster a
culture in which students
know how to advocate for
and articulate their learning
needs in order to improve
their achievement.
7.3 Models effective
practice and
demonstrates shared
leadership (either
formally or informally) in
support of program,
school and district goals.
Does not collaborate with
colleagues and/or does not
implement effective
practices in support of
program, school and district
goals.
Inconsistently collaborates
with colleagues in
implementing effective
practices in support of
program, school and district
goals.
Actively collaborates with
colleagues in modeling and
discussing effective
practices in support of
program, school and district
goals.
Initiates collaboration,
modeling, and reflective
discussion of effective
practices in support of
program, school and district
goals and advancement of
the profession.
7.4 Responds to a variety
of district-wide needs;
such as requests for
information, support, and
crisis management in a
timely manner.
Does not collaborate with
coordinator, staff and
parents to exchange
information.
Inconsistently collaborates
and coordinates schedules
with coordinator, staff and
parents to exchange
information.
Actively collaborates and
coordinates schedules with
coordinator, staff and
parents to exchange
information in a timely
manner.
Proactively collaborates and
coordinates schedules to
address current needs and
to anticipate future program
needs.
Rev 08/19/13
Salem-Keizer Public Schools
Page 12 of 13
LEGENDS Special Education Program Assistant Assessment and Evaluation Rubric
Standard 7: Leadership and Collaboration (continued)
The Program Assistant seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals and community members to ensure learner growth and to advance the profession.
Guiding Questions
Evidence Examples
• Is there evidence of collaborative work with team members to advance student
learning?
• Are opportunities to lead in student learning and development sought by the Program
Assistant?
• Does the Program Assistant help teachers work with related services to design,
implement, and evaluate instructional plans for students with disabilities?
• Does the Program Assistant provide consultation and/or support for school personnel?
• Does the Program Assistant collaborate with the school staff and family to facilitate
student participation in the least restrictive environment?
• Does the Program Assistant advocate for resources to address student needs?
• Does the Program Assistant maintain monthly data, such as phone logs or emails?
Rev 08/19/13
• Documentation of communication with families on student needs
• Engaged in team and school meetings
• Guiding and collaborating with peers in implementing special education process
• Modeling best practice or providing staff development for peers
• Provide training, training materials, and/or arrange guest speakers
Salem-Keizer Public Schools
Page 13 of 13