Grants Pass School District
Speech Language Pathologist (SLP) Standards and Self-Evaluation
The SLP:
Screening
Assessment
Diagnosis
Timeliness
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Domain 1: Screening, Assessment, Diagnosing and Advising
3
2
1
Effective
Improvement
Does Not Meet
Necessary
Standards
Initiates highly effective
Effectively engages as
Is moderately effective
Does not engage in
levels of collaboration
an active participant in
as a participant in
meetings and activities
with a variety of team
meetings and activities
meetings and activities
designed to identify
members in meetings
designed to identify
designed to identify
students with potential
and activities designed
students with potential
students with potential
special education needs
to identify students with special education needs special education needs
by providing
potential special
by providing
by providing
professional knowledge
education needs by
professional knowledge professional knowledge
and making
providing professional
and making
and making
recommendations for
knowledge and making
recommendations for
recommendations for
screening and/or
recommendations for
screening and/or
screening and/or
evaluation.
screening and/or
evaluation.
evaluation.
evaluation.
Proactively and
Effectively selects
Moderately effective in
Ineffectively selects
collaboratively selects
evidence-based
selection of evidenceevidence-based
evidence-based
assessment techniques
based assessment
assessment techniques
assessment techniques
and tools that are
techniques and tools
and tools that are
and tools including
administered, scored,
that are administered,
administered, scored,
dynamic assessment
and interpreted as
scored, and interpreted and interpreted as
strategies that are
relevant to the
as relevant to the
relevant to the
administered, scored,
student’s perceived
student’s perceived
student’s perceived
and interpreted as
deficits.
deficits.
deficits.
relevant to the
student’s perceived
deficits.
Takes a leadership role,
Provides accurate
Although accurate,
Does not provide
using building, district
defensible justification
analysis and
accurate defensible
and community
for eligibility and
interpretation of
justification for
resources in differential dismissal decisions.
information does not
eligibility and dismissal
diagnosis to determine
consistently adhere to
decisions.
eligibility and dismissal
District and State
decisions.
guidelines.
Provides leadership to
Adheres to Federal,
Sometimes adheres to
Rarely adheres to
colleagues regarding
State and District time
Federal, State and
Federal, State and
adherence to Federal,
frames. Clearly
District time frames.
District time frames.
State and District time
articulates and
Sometimes explains and Does not explain or
frames. Shares an
documents student
documents student
document student
impressive level of
strengths, needs, and
strengths, needs, and
strengths, needs, and
knowledge with a
recommendations for a
recommendations for a
recommendations for a
variety of audiences.
variety of audiences for
variety of audiences for
variety of audiences for
educational planning.
educational planning.
educational planning.
4
Highly Effective
4
Highly Effective
Collaboration
Coordination
Intervention
Strategies
Record
Keeping
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Self-initiates cooperative
and collaborative
communication and
effective strategies with
school personnel to
accomplish the mission
and vision of the school
district.
Proactively coordinates
with other school
personnel to provide
speech services in a
variety of school
settings.
In addition to
consistently selecting
current, evidence-based
intervention strategies
and developmentally
appropriate teaching
materials that result in
student(s) meeting their
IEP objectives, the SLP
regularly initiates
sharing of his/her
expertise with
colleagues, school
personnel and other
stakeholders.
No exceeds for this
indicator.
Domain 2: Instructional Planning and Preparation
3
2
Effective
Improvement
Necessary
Collaborates
While not always
consistently and
consistent, attempts to
effectively for the
collaborate for the
success of the
success of the
department, school, and department, school, and
district through active
district through active
support and
support and
constructive feedback to constructive feedback to
the professional team,
accomplish the mission
students, and parents to and vision of the school
accomplish the mission
district.
and vision of the school
district.
Consistently engages in
Sometimes engages in
routine and effective
routine and effective
communication with
communication with
staff in collective
staff in collective
scheduling within the
scheduling within the
itinerant nature of the
itinerant nature of the
SLP’s assignments.
SLP’s assignments.
Selects current,
Inconsistently selects
evidence-based
current, evidence-based
intervention strategies
intervention strategies
and developmentally
and developmentally
appropriate teaching
appropriate teaching
materials that result in
materials that result in
student meeting their
student meeting their
IEP objectives.
IEP objectives.
Consistently maintains
accurate speechlanguage records and
provides required
reports in a timely
manner.
Inconsistently maintains
speech-language
records, and/or does not
consistently provide
required reports in a
timely manner. Reports
may also be found to be
inaccurate.
1
Does Not Meet
Standards
Does not collaborate for
the success of the
department, school, and
district through active
support and
constructive feedback to
accomplish the mission
and vision of the school
district.
Rarely engages in
routine and effective
communication with
staff in collective
scheduling within the
itinerant nature of the
SLP’s assignments.
Selects intervention
strategies and teaching
materials, but does not
consider evidence
and/or the
developmental level of
the student(s) as a basis
for the selection
process, generating little
to no positive result.
Does not maintain
speech-language records
and provide required
reports in a timely
manner. Reports may
also be found to be
inaccurate.
4
Highly Effective
Instructional
Models
Materials
/Methods
Collaboratively
integrates a variety of
service delivery models
that efficiently and
effectively achieve the
goals and objectives for
individuals or groups of
students.
Collaborates with
instructional staff to
integrate the use of
strategies throughout
educational
environments which
allow students to
generalize language and
speech skills and to
achieve goals and
objectives.
No exceeds for this
indicator.
Data
No exceeds for this
indicator.
Communication
Culturally
Sensitive
Is a resource to
colleagues in the
facilitation of nonbiased
interventions that are
sensitive to students’
cultural and linguistic
backgrounds.
Domain 3: Managing and Conducting Intervention
3
2
Effective
Improvement
Necessary
Students are served in
Understands various
the delivery model(s)
service delivery
that efficiently and
model(s), but does not
effectively achieve the
always utilize model(s)
goals and objectives for
that effectively and
individuals or groups of
efficiently achieve the
students.
goals and objectives.
Uses a variety of
intervention strategies
which provide regular
opportunities for
student to engage in the
learning necessary to
achieve goals and
objectives. Shares
strategies with
classroom staff and
support specialists for
generalization of
language and speech
skills.
Data collection is
systematic, ongoing, and
reflects decision-making
adjustments in plans,
procedures and
interventions for
individual students.
Consistently presents
written and verbal
information in clear,
logical and concise
language, addressing all
aspects of the student’s
present level of
functioning and
educational needs.
Consistently tailors
available materials and
presentation of
information to each
audience with sensitivity
to cultural and linguistic
backgrounds.
Inconsistently uses a
variety of intervention
strategies which provide
regular opportunities for
student to engage in the
learning necessary to
achieve goals and
objectives.
Rarely uses a variety of
intervention strategies
which provide regular
opportunities for
student to engage in the
learning necessary to
achieve goals and
objectives.
Data collection is
minimally systematic,
and is not always used in
decision-making
regarding adjustments
in plans, procedures and
interventions for
individual students.
Sometimes presents
written and verbal
information in clear,
logical and concise
language, addressing
some aspects of the
student’s present level
of functioning and
educational needs.
Demonstrates
knowledge, but does not
always tailor materials
and presentation of
information to each
audience with sensitivity
to cultural and linguistic
backgrounds.
Does not use data
collection to evaluate
the effectiveness of
interventions and/or to
make adjustments to
plans and procedures.
Domain 4: Leadership and Collaboration
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1
Does Not Meet
Standards
Rarely uses service
delivery model(s) that
achieve the goals and
objectives.
Rarely presents written
and verbal information
in clear, logical and
concise language,
addressing few aspects
of the student’s present
level of functioning and
educational needs.
Does not demonstrate
knowledge to tailor
materials and
presentation of
information to each
audience with sensitivity
to cultural and linguistic
backgrounds.
Knowledge
Collaboration
Coordination
4
Highly Effective
3
Effective
Demonstrates extensive
knowledge related to
speech-language
services, which is sought
out by building, district
and community
stakeholders.
Work consistently
demonstrates knowledge
of building level
programs, services,
district policies and
procedures and roles of
other disciplines as they
relate to speechlanguage services.
Actively listens to input
from others; thoroughly
understands various
perspectives and
synthesizes the given
information to support
the cohesion between
general and special
education.
Consistently listens to
input from others; makes
appropriate decisions
based on shared
information, and initiates
activities and contributes
information that
promotes mutual
problem solving between
general and special
education.
Pursues and actively
consults with non-school
agencies to enhance
services and makes
recommendations as
appropriate.
Utilizes non-school
agencies to enhance
services and makes
recommendations as
appropriate.
2
Improvement
Necessary
Although there is
awareness of local
programs and services,
work inconsistently
demonstrates
knowledge of buildinglevel programs,
services, district
policies and procedures
and roles of other
disciplines as they
relate to speechlanguage services.
Inconsistently listens to
input from others;
makes some
appropriate decisions
based on shared
information, and at
times initiates activities
and contributes
information that
promotes mutual
problem solving and
cohesion between
general and special
education.
Uses few non-school
agencies to enhance
services and sometimes
makes
recommendations as
appropriate.
Domain 5: Ethics and Legal Responsibilities
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1
Does Not Meet
Standards
Does not demonstrate
awareness of buildinglevel programs, services,
district policies and
procedures and the
roles of other disciplines
as they relate to speechlanguage services.
Rarely listens to input
from others; may make
decisions that are not
appropriate.
Does not consult with
non-school agencies to
enhance services and
does not make
recommendations as
appropriate.
4
Highly Effective
Knowledge
Professional
Growth
Procedures
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3
Effective
Demonstrates an
understanding of the
larger context of public
education policy by
staying abreast of
changing laws and
ethical standards,
through literature,
professional
development or
activities.
Demonstrates thorough
understanding of, and full
compliance with federal,
state and district
regulations and policies
addressing professional
standards of practice and
ethical principles (e.g.
OAR, ORS, ASHA, IDEA
and Oregon Government
and Stds. practices).
Initiates and pursues
professional learning
opportunities and
actively shares expertise
with others. Consistently
implements new
knowledge and skills in
their practice.
Demonstrates
leadership by facilitating
and informing others of
accurate and necessary
information for decisionmaking while upholding
confidentiality policies,
procedures, and laws.
Engages in professional
learning growth
opportunities based on
self-assessment.
Implements new
knowledge and skills in
their practice.
Provides complete and
accurate information to
others for decisionmaking and follows
confidentiality policies,
procedures, and laws.
2
Improvement
Necessary
Demonstrates limited
understanding of, and
compliance with
federal, state and
district regulations and
policies addressing
professional standards
of practice and ethical
principles (e.g. OAR,
ORS, ASHA, IDEA and
Oregon Government
and Stds. practices).
Engages in professional
learning opportunities,
but demonstrates little
or no implementation
of new knowledge and
skills in their practice.
1
Does Not Meet
Standards
Demonstrates
inadequate
understanding of
federal, state and
district regulations and
policies addressing
professional standards
of practice and ethical
principles (e.g. OAR,
ORS, ASHA, IDEA).
Sometimes provides
complete, timely and
accurate information to
others for decisionmaking and
inconsistently follows
confidentiality policies,
procedures, and laws.
Rarely provides accurate
or timely information,
and/or does not follow
confidentiality policies,
procedures, and laws.
Rarely engages in
professional learning
opportunities.