(To be used by Evaluator when completing the Special Education Lead Teacher Performance Report, Section III.) The Example Behaviors are provided as examples of general performance for the
Standard. They are not provided as a checklist nor is 100% performance of the Example Behaviors required. Demonstration of the preponderance of the “Proficient” or “Exemplary” Example Behaviors for a Standard supports the designated rating.
Standard
Adherence to federal, state, and
“Proficient” Example Behaviors

Demonstrates knowledge of federal, state, and local due
“Exemplary” Example Behaviors

Demonstrates comprehensive knowledge of federal, state, and local due local due process procedures is demonstrated. process procedures

Coordinates the eligibility/redetermination process

Assists/prepares eligibility/ redetermination reports

Coordinates the interim placement/referral to special process procedures and provides corrective action when necessary

Creates and implements an organizational plan to comply with timelines, referrals, interims, and re-determination of eligibilities

Recognizes non-compliance, notifies appropriate personnel, and takes education process

Complies with timelines for referrals, interims, and reeligibilities and re-determinations corrective action

Assists in creating and implementing a plan to facilitate the transfer of students and student records between schools and clusters.
1
Training to special education staff with focus on the referral, eligibility, and IEP process is provided.
Special education teachers’ adherence to federal, state, and local due process procedures is monitored.

Assesses staff understanding of referral, eligibility, and
IEP processes and responds to identified needs

Conducts training sessions with focus on referral, eligibility, and IEP process

Assists teachers with the referral, eligibility, and IEP process

Reviews IEPs for required components

Reviews caseloads for timeline compliance

Reviews eligibility reports for required components

Maintains Tracking Logs

Empowers teachers to become independent in the completion of the eligibility process

Models the process for developing and conducting legally correct and educationally meaningful IEPs

Provides training to special education staff on using data to determine the least restrictive environment and supplemental services to students with disabilities.

Provides regularly scheduled feedback to teachers on their procedural adherence
 Provides evidence to special education administrators on teachers’ procedural adherence

Verifies accuracy of data on Tracking Logs

Provides guidance to teachers regarding adherence to federal, state, and local timelines
Created 6/05; Revised 7/07, 11/08, 7/09

(To be used by Evaluator when completing the Special Education Lead Teacher Performance Report, Section III.) The Example Behaviors are provided as examples of general performance for the
Standard. They are not provided as a checklist nor is 100% performance of the Example Behaviors required. Demonstration of the preponderance of the “Proficient” or “Exemplary” Example Behaviors for a Standard supports the designated rating.
Standard
Service as a liaison between special education and general education is demonstrated.
Assistance with analyzing appropriate data for instructional program planning is provided.
“Proficient” Example Behaviors

Collaborates with colleagues

Serves as the contact person for SST
 Serves as a resource for “Best Practices”

Provides feedback to administration on quality of the teachers’ performance

Advocates for students/parents

Shares evaluation data with appropriate personnel

Assists teachers in using data to improve student achievement
“Exemplary” Example Behaviors

Facilitates collaboration between special education and the Student
Support Team

Facilitates collaboration between special education teachers and subject area teachers to share instructional goals and activities planned to facilitate student achievement

Promotes placing students in the least restrictive environment within the local school

Provides training to teachers on data analysis

Assists teachers in utilizing data to develop educationally meaningful
IEPs

Assists in developing differentiated instruction and lessons plans based on student data
Coordination of the utilization of technology within the special education department is demonstrated.

Facilitates use of Goalview

Promotes use of Assistive Technology

Participates in the implementation of computer based assessment
 Facilitates use of Cobb County School District’s online
Curriculum/PICASSO

Coordinates or provides training to teachers on the effective use of technology

Works to empower teachers to take ownership of the integration of technology in instructional programming

Energizes others to use technology in new and creative ways

Facilitates the use of assistive technology to support students in the general education setting
Effective collabration with others to achieve special education performance goals is demonstrated.

Conducts regularly scheduled team meetings

Distributes and explains information provided from the central office

Demonstrates effective collaboration skills by facilitating group participation

Obtains materials and resources from a variety of sources to support special education performance goals

Showcases individual or group practices to support the required performance goals

Facilitates discussion groups to develop and implement strategies to support the performance goals
2 Created 6/05; Revised 7/07, 11/08, 7/09

(To be used by Evaluator when completing the Special Education Lead Teacher Performance Report, Section III.) The Example Behaviors are provided as examples of general performance for the
Standard. They are not provided as a checklist nor is 100% performance of the Example Behaviors required. Demonstration of the preponderance of the “Proficient” or “Exemplary” Example Behaviors for a Standard supports the designated rating.
Standard
Knowledge regarding the link between curriculum standards and IEP goals is demonstrated.
Support and professional learning opportunities on classroom organization, management, and instructional strategies are provided or recommended.
“Proficient” Example Behaviors

Provides training to teachers on writing standards-based
IEPs

Assists teachers in developing standards-based IEPs

Reviews IEPs for observable link between curriculum standards and goals

Demonstrates effective teaching practices

Assists in developing a classroom behavior management plan/Functional Behavior Assessment/Behavior
Intervention Plan

Facilitates support to teachers for the implementation of instructional/behavior interventions

Refers teachers for specific training based on professional needs

Assists teachers in locating information/resources

Assists teachers in implementation of newly acquired skills
“Exemplary” Example Behaviors

Provides on-going training on IEP development

Creates and implements a plan to support teachers in developing standards-based IEPs

Demonstrates knowledge of the link between curriculum standards and
IEP goals by utilizing coaching strategies to support teachers

Supports teachers in implementation of curriculum initiatives

Utilizes coaching strategies to further develop effective teaching strategies

Utilizes coaching strategies to further develop classroom organization and management

Serves as a facilitator of collaboration sessions with a focus on classroom organization, management, and instructional strategies
 Differentiates professional learning based on individual teacher’s needs

Provides follow up support to teachers after county/school trainings

Provides effective redelivery of information (i.e., LRE, scheduling, etc.) to faculty and staff
3 Created 6/05; Revised 7/07, 11/08, 7/09

(To be used by Evaluator when completing the Special Education Lead Teacher Performance Report, Section III.) The Example Behaviors are provided as examples of general performance for the
Standard. They are not provided as a checklist nor is 100% performance of the Example Behaviors required. Demonstration of the preponderance of the “Proficient” or “Exemplary” Example Behaviors for a Standard supports the designated rating.
Standard
Coordination of federal, state, and local procedures is documented.
Contribution to District initiatives and the School Improvement Plan is evident.
4
“Proficient” Example Behaviors

Verifies state and federal funding counts

Coordinates beginning and end of year procedures

Coordinates scheduling and caseloads

Attends/conducts IEP meetings as needed

Coordinates standardized testing and assessment

Analyzes appropriate data

Collects and interprets data and facilitates use of information
“Exemplary” Example Behaviors

Provides training to teachers on procedures for reporting local, state, and federal data

Provides required data in an accurate and timely manner

Empowers teachers to become independent team members by establishing training opportunities and providing guidance in implementing due process procedures

Facilitates the collection and distribution of testing accommodations for summer services

Facilitates the delivery of programs and services intended to maximize the success of special education students

Serves on the School Improvement Team
Created 6/05; Revised 7/07, 11/08, 7/09