Southern Westchester BOCES
Pupil Personnel Staff Rubric – SUMMARY FORM
June 2000
Please Note: This is a summary form intended to be used in conjunction with the
FULL PPS Staff Evaluation Rubric which details the criteria for each rubric level.
Name: ___________________________
Reviewer:_________________________
Date: ____________________________
Program: _____________________
Title: ________________________
A. Content Knowledge
NA
Level
1
Level
2
Level 3 Standard
Level
4
Level 3 Standard
Level
4
Level 3 Standard
Level
4
1. Knowledge of a theoretical model for behavioral intervention
2. Knowledge of prerequisite relationships
3. Knowledge of critical facilitative conditions
COMMENTS AND SUPPORTING EVIDENCE (this area can be expanded to accommodate more text)
B. Intervention Preparation/Planning
NA
1.
2.
3.
4.
5.
6.
7.
8.
9.
Level
1
Level
2
Value
Clarity
Suitability for diverse students
Balance
Personal-Social (P/S) learning activities
Intervention materials and resources
Intervention groups
The Behavior Intervention Plan (BIP) (treatment planning)
Resources for helping
COMMENTS AND SUPPORTING EVIDENCE (this area can be expanded to accommodate more text)
C. Intervention Delivery
NA
Level
1
1. Setting the Stage
2. Scripting – getting the student’s perception
3. Rewrite/rehearse
4. Enactment & post-scripting
5. Quality of leads
6. Discussion techniques – group work
7. Student participation
8. Representation of content
9. Activities and assignments
10. Grouping of students
11. Intervention materials and resources
D:\533566045.doc
Page 1 of 3
Level
2
Southern Westchester BOCES
12. Structure and pacing
13. Feedback quality
14. Timeliness
15. Group plan adjustment
16. Response to students
17. Persistence
COMMENTS AND SUPPORTING EVIDENCE (this area can be expanded to accommodate more text)
D. Consultation on Classroom Management Elements
NA
Level
1
Level
2
Level 3 Standard
Level
4
Level 3 Standard
Level
4
Level 3 Standard
Level
4
Level 3 Standard
Level
4
1. Importance of the program’s content
2. Student pride in work.
3. Expectations for learning and achievement
4. Boundary conditions and expectations
5. Behavioral monitoring system
6. Behavioral contingencies
7. Managing inappropriate behavior
8. Management of materials, supplies and logistics
9. Management of instructional groups
10. Management of transition times & ad hoc situations
11. Coordination with paraprofessional and support resources
COMMENTS AND SUPPORTING EVIDENCE (this area can be expanded to accommodate more text)
E. Knowledge of Student Development
NA
Level
1
Level
2
1. Knowledge of characteristics of age group
2. Knowledge of student diversity in approaches to learning
3. Knowledge of students’ interests & cultural heritage
COMMENTS AND SUPPORTING EVIDENCE (this area can be expanded to accommodate more text)
F. Student Assessment
NA
1.
2.
3.
4.
Level
1
Level
2
Appropriate methods and practices
Alignment with instructional goals
Integration with the planning process
Functional Behavioral Assessment
COMMENTS AND SUPPORTING EVIDENCE (this area can be expanded to accommodate more text)
G. Collaborative Relationships
NA
1.
2.
3.
4.
5.
6.
Level
1
Information about the instructional program
Information about individual students
Engagement of families in the instructional program
Relationships with colleagues
Service to the school
Participation in school and district projects
D:\533566045.doc
Page 2 of 3
Level
2
Southern Westchester BOCES
COMMENTS AND SUPPORTING EVIDENCE (this area can be expanded to accommodate more text)
H. Reflective and Responsive Practice
NA
1.
2.
3.
4.
5.
6.
7.
8.
Level
1
Level
2
Accuracy
Use in future work as a helper
Student progress in self-learning
Enhancement of content knowledge and intervention skills
Service to the profession
Service to students
Advocacy
Decision Making
COMMENTS AND SUPPORTING EVIDENCE (this area can be expanded to accommodate more text)
General COMMENTS & SUPPORTING EVIDENCE and Overall Assessment:
Recommendation for development of Improvement Plan?
D:\533566045.doc
Page 3 of 3
Level 3 Standard
Level
4