Professional Staff Evaluation System
Track III – Intensive Assistance
Assistance Phase
Teacher Name
Teaching Assignment
Building
Current Date
High School
12-8-10
Principal
9-12 Special Education
Start Date of the Plan
End Date of the Plan
12-13-10
4-15-10
(Duration may not be for less than 3 months but not longer than one year.)
1. Identification of the concern related to the Iowa Teaching Standards, CSIP, and Building Action Plan Goals:
Area of improvementThere were several areas of improvement identified in the Track III – Intensive Assistance Awareness
Process document that you either completed failed to address or failed to effectively and satisfactorily
address. Therefore, many of the same areas of improvement identified in the Track III – Intensive
Assistance Awareness Process document are incorporated into this document.
Standard 1: Demonstrates ability to enhance academic performance and support for implementation
of student achievement goals of the school district.
You have not demonstrated the ability to enhance your students’ academic performance and have not
provided effective support for implementation of the District’s student achievement goals. You do not have
a firm understanding of the status of each of your students. This has prevented you from effectively
communicating with your students and their parents regarding your students’ academic performance. You
have not effectively measured, recorded, organized, and communicated evidence regarding your students’
performance, learning, and growth. As a result, there is little, if any, valid student performance data to be
used as a guide for decision making, including implementing strategies to improve your students’ learning.
You need to make sure student performance data is appropriately collected and effectively used as a guide
for instructional decision making. You need to increase and improve communications with students and
parents by having a firm understanding of the status of each student, for which you hold their IEP, in their
goal area and in their learning in their other classes. In order to do so, you need to be much more organized
in receiving, properly recording, communicating, providing substantive feedback, and working with your
students. In addition, you need to provide greater instruction on each IEP goal and provide greater support
for course work in other classes. You need to follow all legal requirements of your students’ IEPs and
supporting documentation.
Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position.
You have not demonstrated competence in content knowledge appropriate to your position as a special
education teacher. This is especially evident in your demonstrated lack of understanding regarding the IEP
process and your inability to write and implement an effective IEP. This has prevented you from making
learning experiences meaningful and accessible for all of your students. In addition, you have not
demonstrated that you understand and can effectively implement instructional strategies that are appropriate
for your students.
You will need to learn all procedures and protocol as it relates to IEP writing and documentation and
demonstrate that you can effectively write and effectively implement IEPs. You will need to write IEPs with
measurable goals based on collected probes and other assessments for each one of your students.
Standard 3: Demonstrates competence in planning and preparing for instruction.
You have not demonstrated competence in planning and preparing for instruction. Your inability to
effectively evaluate and assess your students and their learning prevents you from identifying your students’
developmental needs and results in your inability to appropriately plan for instruction; select appropriate
strategies to engage all of your students in learning; and set and communicate high expectations for all of
your students. At this time, you have not proven that the IEP goals you write for your students are written
with valid data because you have not completed appropriate probes to track your students’ progress.
You will need to appropriately assess your students’ learning; use student achievement date to write effective
IEP goals; and monitor the progress of each one of your students in each goal area. You also need to
monitor the progress of your students in their other academic classes in order to effectively plan for their
work time in the Learning Lab and to make sure that your students’ assignments for those classes are well
organized; completed by the student; and turned in to the instructor on time.
Standard 5: Uses a variety of methods to monitor student learning.
You do not use a variety of methods to effectively monitor student learning. You have demonstrated that
you do not understand and are unable to effectively implement multiple student assessments. This has
prevented you from aligning classroom assessment with instruction; communicating assessment criteria and
standards to your students and their parents; understanding and using the results of assessments to guide
planning and instruction; guiding students in goal setting and assessing their own learning; providing timely
and meaningful feedback to your students and their parents; and working with other staff in analyzing and
assessing student progress.
You will need to demonstrate you can write effective IEP goals for your students; implement probes and
assessments to track your students’ progress toward their goals; and determine how your assessment of their
progress impacts future goals and instruction. Documentation of your assessment of student progress shall
be communicated in the IEP, to your students, and to their parents and your students’ general education
teachers also will need to be informed of the current status of your students’ goal areas and progress.
Standard 6: Demonstrates competence in classroom management.
You have not demonstrated competence in classroom management. You have not used instructional time
effectively to maximize student achievement and have not developed and implemented classroom procedures
and routines that support high expectations for student learning. In addition, you have not established,
communicated, and maintained standards of responsible student behavior. Several of your students are
performing poorly academically and are not being consistently engaged by you in academic progress.
You need to improve your classroom management in order for the instructional time to be used effectively
and productively for maximum student engagement and progress in academic areas. You need to create a
classroom environment conducive to purposeful learning. You should direct students to on task exercises
and work completion in each Learning Lab.
Standard 7: Engages in professional growth.
You have not effectively engaged in professional growth. On several occasions, you have received training
from the AEA to help you write and implement IEPs. However, you have not adequately participated in the
trainings that have been provided and your ability to effectively write and implement IEPs has not improved.
You will need to actively increase your knowledge in the special education content area in general and
specifically as it relates to the IEP process. You will need to work collaboratively with the District’s
administration and AEA personnel to improve your professional practices and enhance student learning.
2. Plan to remedy the concern:
General Guideline: This plan will be in force when signed with the understanding that we will allow changes to the plan
with mutual agreement.
ObjectivesStandard 1
1. All of your students’ IEPs will be completed satisfactorily two working days prior to the due date of the
IEP with all paperwork submitted correctly and the IMS system fully updated to ensure corrections can be
made in a timely manner after the AEA’s review.
2. Specific measurable goals need to be written for all of your students using current data collected from
multiple student assessments. The goals need to be supported by relevant student data.
3. All of your students’ IEPs will be updated and compliant on or before January 21, 2011.
4. You will provide documented weekly evidence of your communication with parents and teachers
regarding your students’ academic progress.
5. You will complete skill attainment with your students on their goal areas by the times mandated in their
IEPs.
Standard 2
1. All of your students’ IEPs will be completed satisfactorily two working days prior to the due date of the
IEP with all paperwork submitted correctly and the IMS system fully updated to ensure corrections can be
made in a timely manner after the AEA’s review.
2. You will obtain all appropriate signatures for all of your students’ IEP meetings.
3. When invitees to an IEP meeting are unable to attend the meeting, you must provide an excusal form for
each person being excused in advance. When this is not feasible due to last minute changes, the IEP meeting
notices will need to be updated to reflect accuracy of attendees.
Standard 3
1. You will need to ensure that your IEP students in the co-teaching classroom have appropriate
accommodations and support in the general education classroom.
2. You will need to ensure that all of your students are receiving IEP goal support in their schedules.
Standard 5
1. You will need to conduct and document specific probes/assessments for each one of your students as
needed, but at least on a bi-weekly basis. The documentation of the probes/assessments must be kept up to
date and available for review anytime.
Standard 6
1. You will need to plan for daily activities during Learning Lab that ensure your students are making
progress towards their IEP goals and successfully completing all assignments in their general education
courses.
2. Your students should be on task and working on academic work the entire period.
3. You will appropriately supervise your students and no additional instances of student vandalism will
occur under your supervision.
4. You will provide an appropriate and quality work environment for all of your students.
Standard 7
1. You will need to register, verify attendance, and successfully complete a workshop/course on classroom
management.
2. You will need to demonstrate implementation of effective classroom management strategies.
3. You will need to register, verify attendance, and successfully complete a workshop/course on effective
IEP writing and implementation.
4. You will need to demonstrate that you can effectively write and implement student IEPs.
3. Indicator(s) of Resolution concerns identified above:
Assessment GuidelinesStandard 1
1. By Friday of each week, a weekly log will be turned in to me listing all IEP students, IEP due dates, and
work completed.
2. Goals will be evaluated on and ongoing basis to determine the accuracy and validity of data used.
3. When an IEP meeting occurs all signature pages will be reviewed with me.
4. You will keep an ongoing log of communications you have with your students’ teachers and parents. The
log will include the date and nature of each conversation.
5. You will keep an ongoing log of work completed by each of your students showing their progress towards
their goal areas with detailed time descriptions of their work and progress.
6. LB, TF, CI, DR, WS, and ND’s IEPs will be due on 12-20-10 with the remainder of your students’ IEPs
being due on 1-4-11.
Standard 2
1. When an IEP meeting occurs all signature pages will be turned in to me within twenty-four hours of the
meeting. This will include all meeting notices, excusal forms, and meeting attendees for each IEP.
Standard 3
1. By Friday of each week, you will turn into me a detailed, typed weekly log listing all support,
accommodations, and work done with IEP students in the co-teaching classroom.
Standard 5
1. By Friday of each week, you will turn into me typed probes/assessments listing all IEP roster students and
their progress.
2. You will log all of your students’ probes/assessments into the IMS system on a weekly basis.
Standard 6
1. You will provide to me by Friday of each week, documentation showing each of your students’ progress
toward their IEP goal areas.
2. You will provide to me by Friday of each week a list of all IEP roster students, their grades, any missing
assignment that have not been turned in, and when they will be turned in.
3. Learning Lab and Seminar time will be well managed with students working at all times on academic
work with a quiet and quality work environment maintained.
4. No additional incidents of classroom vandalism will occur under your supervision.
Standard 7
1. You will need to register, verify attendance, and successfully complete training on effective IEP writing
and implementation on or before January 7, 2011.
2. You will need to demonstrate on an ongoing basis that you can effectively write and implement student
IEPs.
3. You will need to register, verify attendance, and successfully complete training on effective classroom
management strategies on or before January 7, 2011.
4. You will need to demonstrate on an ongoing basis that you can effectively develop and implement
effective classroom management strategies.
4. Resources Desired:
Discussion occurred whether to have a paid day off for your support of the plan. You preferred to use your coteaching assignment and prep period to work on completion of the plan.
5. Date(s) to review implementation of the plan:
Each Friday, the implementation of this plan and your progress in regard to the goals and objectives set out
in this plan will be reviewed. Other meetings will be scheduled by mutual agreement to review progress in
regard to the goals and objectives set out in the plan.
1/21/11 All of your students’ IEPs will be reviewed and are expected to be up to date and in compliance.
4/15/11 A final evaluation of whether you have met all of the objectives of this plan will be conducted.
6. Signatures of staff member and administrator documenting that a discussion of the concern has occurred, a plan for
remediation has been developed, and date(s) to review the effectiveness of the plan of action ahs been established:
Staff Member’s Signature
Date
Administrator’s Signature
Date