STANDARDS, CRITERIA, RUBRICS AND INDICATORS—SPEECH LANGUAGE PATHOLOGIST
STANDARD 1: DIREST SERVICE/INSTRUCTIONAL SUPPORT—SPEECH LANGUAGE PATHOLOGIST
Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
Indicators
RUBRIC
A. PROVIDES SERVICES TO SUPPORT HIGH EXPECTATIONS FOR THE EDUCATIONAL SUCCESS OF ALL STUDENTS
Exceeding. Proactively provides services to support high expectations for the educational success of all students.
Meeting. Consistently provides services to support high expectations for the educational success of all students.
Developing. Provides basic services to support high expectations for the educational success of all students.
Not Meeting. Does not demonstrate services to support high expectations for the educational success of all students.
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Implements speech and/or language therapy in areas such as: articulation, receptive/expressive language, voice, and fluency.
Develops and/or provides modifications and accommodations based on students communicative needs.
Utilizes service delivery models to include direct therapy, inclusion, and consultation with staff and/or parents reasonable to the students
Individualized Education Plan.
Exceeding. Continually uses a variety of materials, methods, and strategies to remove barriers to learning and promote active student participation.
Meeting. Often uses a variety of materials, methods, and strategies to remove barriers to learning and promote active student participation.
Developing. Attempts to use a variety of materials, methods, and strategies to remove barriers to learning and promote active student participation.
Not Meeting. Rarely uses a variety of materials, methods, and strategies to remove barriers to learning and promote active student participation.
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Indicator
RUBRIC
B. USES A VARIETY OF MATERIALS, METHODS, AND STRATEGIES TO REMOVE BARRIERS TO LEARNING AND PROMOTE ACTIVE STUDENT PARTICIPATION
Systematically plans and carries out a variety of appropriate intervention techniques and treatment strategies that reflect developmentally appropriate
goals and objectives outlined by the students IEP and relate to the students ultimate educational outcome.
RUBRIC
Exceeding. Continually assists in the development and implementation of specializes programs for students and families.
Meeting. Adequately assists in the development and implementation of specializes programs for students and families.
Developing. Intermittently assists in the development and implementation of specializes programs for students and families.
Not Meeting. Does not assist in the development and implementation of specializes programs for students and families.
Indicators
C. ASSISTS IN THE DEVELOPMENT AND IMPLEMENTATION OF SPECIALIZED PROGRAMS FOR STUDENTS AND FAMILIES
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Provides contributions to the IEP by date requested.
Collaborates to create measurable, functional goals, and objectives.
Makes recommendations for appropriate type and level of service.
Ensures IEP correctly states recommended therapist service delivery and time required.
© Denver Public Schools, 2006
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STANDARDS, CRITERIA, RUBRICS AND INDICATORS—SPEECH LANGUAGE PATHOLOGIST
STANDARD 2: ASSESSMENT—SPEECH LANGUAGE PATHOLOGIST
Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
Indicators
RUBRIC
A. USES AND INTERPRETS A VARIETY OF ASSESSMENTS TO EVALUATE/MONITOR STUDENT NEEDS
Exceeding. Purposefully uses and interprets a variety of assessments to evaluate and monitor students’ needs.
Meeting. Often uses and interprets a variety of assessments to evaluate and monitor students’ needs.
Developing. Occasionally uses and interprets a variety of assessments to evaluate and monitor students’ needs.
Not Meeting. Does not use and interpret a variety of assessments to evaluate and monitor students’ needs.
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Selects and utilizes assessment tool(s) as appropriate to evaluate students communicative needs and skills relative to the age, developmental level,
and functional abilities.
Analyzes and summarizes collected evaluation data.
Observes student within the context of performance when possible.
Determines individual’s functional abilities and problems as related to performance areas, whenever possible. .
Indicators
RUBRIC
B. COLLECTS DATA FROM AND INTEGRATES ASSESSMENT RESULTS TO INFLUENCE PLANNING AND INTERVENTIONS
Exceeding. Efficiently collects data and integrates assessment results to influence planning and interventions.
Meeting. Regularly collects data and integrates assessment results to influence planning and interventions.
Developing. Occasionally collects data and integrates assessment results to influence planning and interventions.
Not Meeting. Rarely collects data and integrates assessment results to influence planning and interventions.
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Reviews significant history and utilizes applicable assessment results to address abilities and/or need areas.
Observes student in various settings to understand needs and strengths.
Considers how assessment results compare with the results of other disciplines and other involved community professionals.
Utilizes assessment data and Colorado Guidelines for Speech and Language Eligibility (i.e., Severity Rating Scale) to determine extent, type, and
severity of disability.
© Denver Public Schools, 2006
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STANDARDS, CRITERIA, RUBRICS AND INDICATORS—SPEECH LANGUAGE PATHOLOGIST
STANDARD 2: ASSESSMENT—SPEECH LANGUAGE PATHOLOGIST
Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
RUBRIC
Exceeding. Efficiently applies assessment results to develop appropriate interventions and services.
Meeting. Usually applies assessment results to develop appropriate interventions and services.
Developing. Intermittently applies assessment results to develop appropriate interventions and services.
Not Meeting. Does not apply assessment results to develop appropriate interventions and services.
Indicators
C. APPLIES ASSESSMENT RESULTS TO DEVELOP THE APPROPRIATE INTERVENTIONS AND SERVICES
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Utilizes assessment results to determine extent, type, and duration of services.
Interprets assessment results effectively to determine areas of need and appropriate therapeutic interventions.
Writes functional, educationally relevant, measurable goals, and objectives that reflect the student’s functional needs and expected outcomes.
D. COMMUNICATES ASSESSMENT RESULTS TO A VARIETY OF AUDIENCES IE (E.G., PARENTS, STUDENTS, STAFF, COMMUNITY) IN A USEFUL, SENSITIVE, AND CULTURALLY APPROPRIATE MANNER
Indicators
RUBRIC
Exceeding. Effectively communicates assessment results to a variety of audiences (e.g., parents, students, staff, community) in a useful, sensitive and
culturally appropriate manner.
Meeting. Consistently communicates assessment results to a variety of audiences (e.g., parents, students, staff, community) in a useful, sensitive and
culturally appropriate manner.
Developing. Attempts to communicate assessment results to a variety of audiences (e.g., parents, students, staff, community) in a useful, sensitive and
culturally appropriate manner.
Not Meeting. Seldom communicates assessment results to a variety of audiences (e.g., parents, students, staff, community) in a useful, sensitive and
culturally appropriate manner.
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Provides clear, concise written documentation to include relevant background history and overall level of communicative functioning.
Explains assessment findings in a constructive, professional manner.
Effectively communicates how disability adversely effects/affects students educational performance.
© Denver Public Schools, 2006
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STANDARDS, CRITERIA, RUBRICS AND INDICATORS—SPEECH LANGUAGE PATHOLOGIST
STANDARD 3: PROGRAM AND PLANNING—SPEECH LANGUAGE PATHOLOGIST
Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
RUBRIC
Exceeding. Purposefully implements best practices for specialty area.
Meeting. Often implements best practices for specialty area.
Developing. Occasionally implements best practices for specialty area.
Not Meeting. Does not implement best practices for specialty area.
Indicators
A. IMPLEMENTS BEST PRACTICES FOR SPECIALTY AREA
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Practices in good faith according to relevant laws and professional standards to the best of their abilities.
Provides justifiable, functional, and educationally relevant services.
Selects, attends, and implements information obtained through conferences, courses, inservices and self-study to maintain current practice standards.
Exceeding. Efficiently develops, plans, and prioritizes specialized services and programs.
Meeting. Regularly develops, plans, and prioritizes specialized services and programs.
Developing. Occasionally develops, plans, and prioritizes specialized services and programs.
Not Meeting. Rarely develops, plans, and prioritizes specialized services and programs.
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Indicator
RUBRIC
B. DEVELOPS, PLANS, AND PRIORITIZES SPECIALIZED SERVICES AND PROGRAMS
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Applies understanding of normal child development as well as knowledge of various disabilities and diagnoses to develop appropriate intervention
plans, techniques, and programming.
Works collaboratively with the team/outside agencies/community resources to develop and provide a system of support that enhances student
learning experiences.
RUBRIC
Exceeding. Efficiently demonstrates knowledge of discipline within the educational setting.
Meeting. Usually demonstrates knowledge of discipline within the educational setting.
Developing. Intermittently demonstrates knowledge of discipline within the educational setting.
Not Meeting. Does not demonstrate knowledge of discipline within the educational setting.
Indicators
C. DEMONSTRATES KNOWLEDGE OF DISCIPLINES WITHIN THE EDUCATIONAL SETTING
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Abides to current laws, regulations and procedures effecting speech language therapy services within the educational setting.
Holds current professional licensure.
Effectively articulates differences between educational and medical model therapy.
Appropriately refers to other disciplines when needed.
© Denver Public Schools, 2006
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STANDARDS, CRITERIA, RUBRICS AND INDICATORS—SPEECH LANGUAGE PATHOLOGIST
STANDARD 4: CONSULTATION AND CONTRIBUTION TO THE LEARNING ENVIRONMENT—SPEECH LANGUAGE PATHOLOGIST
Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
RUBRIC
Exceeding. Purposefully develops effective consultative and collaborative relationships.
Meeting. Often develops effective consultative and collaborative relationships.
Developing. Occasionally develops effective consultative and collaborative relationships.
Not Meeting. Does not develop effective consultative and collaborative relationships.
Indicators
A. DEVELOPS EFFECTIVE CONSULTATIVE AND COLLABORATIVE RELATIONSHIPS
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Develops effective rapport with staff and parents in order to collaborate as a team to promote the child’s educational goals.
Follows through with recommendations given and delegated responsibilities in a timely manner.
Exceeding. Efficiently provides education, support, and training to improve student achievement.
Meeting. Regularly provides education, support, and training to improve student achievement.
Developing. Occasionally provides education, support, and training to improve student achievement.
Not Meeting. Rarely provides education, support, and training to improve student achievement.
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Indicator
RUBRIC
B. PROVIDES EDUCATION, SUPPORT, AND TRAINING TO IMPROVE STUDENT ACHIEVEMENT
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Educates staff, students, and families regarding speech/language adaptations, modifications, transitions generalization and supports to allow the
student successful access to the general curriculum and to be able to participate to the greatest extent that their abilities will allow in all domain areas
including: school, home, community/recreation, vocational, and life skills.
Provides support and/ or training to members of the speech language staff, members of specialist teams and members of other disciplines.
RUBRIC
Exceeding. Efficiently facilitates the delivery of services to maximize learning.
Meeting. Usually facilitates the delivery of services to maximize learning.
Developing. Intermittently facilitates the delivery of services to maximize learning.
Not Meeting. Does not facilitate the delivery of services to maximize learning.
Indicators
C. FACILITATES THE DELIVERY OF SERVICES TO MAXIMIZE LEARNING
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Provides appropriate support and training on how to assist and facilitate communicative skills across all areas.
© Denver Public Schools, 2006
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STANDARDS, CRITERIA, RUBRICS AND INDICATORS—SPEECH LANGUAGE PATHOLOGIST
STANDARD 5: PROFESSIONAL RESPONSIBILITIES—SPEECH LANGUAGE PATHOLOGIST
Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
Indicators
RUBRIC
A. DEMONSTRATES PERSONAL INTEGRITY AND MAINTAINS PROFESSIONAL AND ETHICAL STANDARDS
Exceeding. Purposefully demonstrates personal integrity and maintains professional and ethical standards.
Meeting. Often develops effective consultative and collaborative relationships.
Developing. Occasionally develops effective consultative and collaborative relationships.
Not Meeting. Does not develop effective consultative and collaborative relationships.
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Demonstrates integrity, professional standards as well as ethical standards according to ASHA Code of Ethics with colleagues, parents, guardians, and
other community members.
Respects and maintains confidentiality.
Assumes responsibility for personal actions, demeanor, and appearance.
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RUBRIC
Exceeding. Efficiently supports district, departmental, and school mission and vision.
Meeting. Regularly provides education, support, and training to improve student achievement.
Developing. Occasionally provides education, support, and training to improve student achievement.
Not Meeting. Rarely provides education, support, and training to improve student achievement.
Indicator
B. SUPPORTS DISTRICT, DEPARTMENTAL, AND SCHOOL MISSION AND VISION
Supports school vision and mission in respectful interactions with colleagues, parents, guardians, and other community members.
Utilizes knowledge of district, school, and departmental goals as well as the processes and legal requirements of the educational system.
Indicators
RUBRIC
C. FULFILLS DEPARTMENTAL RESPONSIBILITIES AND EXPECTATIONS
Exceeding. Efficiently fulfills departmental responsibilities and expectations.
Meeting. Usually facilitates the delivery of services to maximize learning.
Developing. Intermittently facilitates the delivery of services to maximize learning.
Not Meeting. Does not facilitates the delivery of services to maximize learning.
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Fulfills departmental responsibilities and expectations with respect to covering student caseloads, maintaining documentation, and submitting required
paperwork.
Updates student caseloads and submits them when requested.
Submits any other requested paperwork in a timely fashion.
© Denver Public Schools, 2006
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START
1. District training for all
evaluators, principals, and
department managers
2. Notification and Orientation
(Evaluators)
Occurs within 30 days of the start
of the school year.
STANDARDS, CRITERIA, RUBRICS AND INDICATORS—SPEECH LANGUAGE PATHOLOGIST
STANDARD 5: PROFESSIONAL RESPONSIBILITIES—SPEECH LANGUAGE PATHOLOGIST
Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.
3. Pre-observation Conference
D. DEMONSTRATES EFFECTIVE INTERPERSONAL
SKILLS/RELATIONSHIPS
RUBRIC
(Teachers and Specialists)
Exceeding. Effectively demonstrates effective interpersonal skills/relationships.
Meeting. Consistently demonstrates effective interpersonal skills/relationships.
Developing. Attempts to demonstrate effective interpersonal skills/relationships.
Not Meeting. Does not demonstrate
effective
interpersonal skills/relationships.
4. Formal
Observation
Indicators
Teachers and Specialists)
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Treats other team members with respect at all times, including staffings, educational planning, etc.
Resolves concerns and problems in an appropriate and timely manner.
Understands and accommodates multicultural and individual differences.
5. Post-observation Conference
Teachers and Specialists)
Complete this conference by
January 31st.
6. Mid-year Structured Conference
(All)
Required for probationary teachers
and teachers with serious
performance deficiencies.
6a. Second observation (required for
probationary teachers) and/or more
data collection.
7. Remediation Plan
Final Evaluation for non-probationary
teachers with completed Summary of
Evidence forms.
8. Final Evaluation
© Denver Public Schools, 2006
Finished!
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