RtI Specialist Evaluation for the STARS ProgramStudent InteractionElement Unsatisfactory Developing Proficient Exemplary

Learning EnvironmentElement Unsatisfactory Developing Proficient Exemplary

Interaction with Students

Student Interaction

Knowledge of Students' Development and Skills

Displays minimal knowledge of developmental characteristics or student skills/knowledge.

Displays general knowledge of developmental characteristics or student skills/knowledge, but only displays this knowledge as it pertains to the whole class.

Displays solid understanding of typical developmental characteristics and the skills/knowledge of groups of students, as well as, exceptions to general patterns.

Displays knowledge of typical developmental characteristics and skills/knowledge as it pertains to each student, including those with special needs, and utilizes this knowledge to differentiate instruction.

Assists in preparing and maintaining appropriate records Does not or inconsistently

follows the requirements for recordkeeping to assist the teacher.

Learns the requirements for recordkeeping to assist the teacher.

Demonstrates the ability to maintain accurate records needed for his/her program area.

Promotes the use of available data to make improvements in his/her program area.

Interaction with at least some students is negative, demeaning, sarcastic. Interaction is inappropriate to students' age or culture. Students' questions or interests are disregarded. Students exhibit disrespect for support staff.

Interactions with students are generally appropriate, but may reflect occasional inconsistencies, favoritism or disregard for students' cultures. Students exhibit only minimal respect for support staff.

Interactions are friendly and demonstrate general warmth, caring, and respect. Interactions are appropriate to developmental and cultural norms. Students exhibit respect for support staff.

Interactions demonstrate genuine caring and respect for individual students. Successfully accommodates students' questions or interests. Students exhibit respect for support staff as an individual.

Interactions are characterized by conflict, sarcasm, or put-downs.

Interactions do not demonstrate negative behavior toward one another.

Interactions are generally polite and respectful. Interactions demonstrate

genuine caring for one another as individuals and as students.

Facilitate small or large groups of students

Is unclear about role, utilizes same strategies for both small and large groups.

Follows directions for facilitating small/large groups of children.

Replicates strategies of activities for group work.

Determines and develops the most effective strategies for working with students.

15071

3932 15072 15073 15074 15075

853

3933 15076 15077 15078 15079

3934 15080 15081 15082 15083

3935 15084 15085 15086 150873936 15088 15089 15090 15091

3937 15092 15093 15094 150953938 15096 15097 15098 15099

InstructionElement Unsatisfactory Developing Proficient Exemplary

Oral and Written Language

Flexibility and Responsiveness

Feedback to Students Is not provided.

Use of Instructional Techniques

Professional ResponsibilitiesElement Unsatisfactory Developing Proficient Exemplary

Monitoring and Response to Student Behavior

Is unaware of student actions. Responds disrespectfully.

May miss the activities of some students. Responds inconsistently.

Is alert to student behavior. Response is respectful and generally appropriate. Documents and maintains records of student behavior.

Is subtle and preventative. Response is highly effective and sensitive to individual needs.

Spoken language is inaudible. Written language is illegible. Spoken or written language contains many grammar and syntax errors.

Spoken language is audible. Written language is legible. Errors may occur occasionally.

Spoken and written language is clear and correct.

Spoken and written language is articulate and expressive.

Gives up or blames the student or the environment for student's lack of success.

Becomes aware of options. Inconsistently makes minor adjustments.

Improvises and adapts to changes. Persists in seeking a myriad of approaches for students.

Anticipates and responds proactively to needed changes. Persists in seeking effective approaches for students as individuals.

Is of low quality. Is inconsistently provided. Is provided to some but not all students. Is sometimes effective.

Is of high quality. Is provided in a timely manner. Is effective to all students.

Is consistently high quality to all students.

Questions are geared to lower level thinking. Students participate in the discussion. Response time is not provided adequately.

Questions indicate an attempt to engage students in discussion and some are geared toward higher level thinking. Students particiapte in the discussion when directed. Response time is provided inconsistently.

Questions facilitate higher-level discussion. Students are actively engaged in discussion. Response time is provided adequately for most students.

Questions facilitate higher-level discussions where sstudents seek to engage entire class. Students occasionally lead discussion, where appropriate. Adequate opportunity is available for all students to respond.

3937 15092 15093 15094 150953938 15096 15097 15098 15099

854

3939 15100 15101 15102 15103

3940 15104 15105 15106 15107

3941 15108 15109 15110 15111

855

3942 15112

15113

15114 15115

15117

1512115125

Service to Students

Service to Self

Maintain Confidentiality

Student Support ActivitiesElement Unsatisfactory Developing Proficient Exemplary

Is not attentive to students' needs. Makes decisions based on self-serving interests.

Attempts to serve studfents inconsistently. Is limited in meeting students' needs.

Is active in serving students. Works within a team to ensure that all students receive a fair opportunity to succeed.

Is highly proactive in serving students. Makes effort to ensure that students are honored in the school. Takes a leadership role in decision making.

Cannot gauge his/her effectiveness. Misjudges success of instruction profoundly. Has no suggestions for improvement.

Can generally gauge his/her effectiveness,. Can make general suggestions.

Assesses his/her effectiveness accurately. Can cite general references for support. Makes some specific suggestions.

Assesses effectiveness thoughtfully. Draws on extensive repertoire of skills. Offers specific suggestions for improvement.

Promotes and shares with others how to maintain privacy and confidentiality.

Inconsistently treats others with respect and shows a commitment to good internal and external customer service.

Treats others with respect and shows a commitment to good internal and external customer service.

Demonstrates an understanding and appreciation of the contributions of people with diverse backgrounds, abilities, and work styles.

Implement instructional program

Observes instructional program but does not implement program.

Understands and implements instructional program.

Supports and involves students in instructional program.

Assists in planning and developing instructional programs.

Maintain positive/respectful communication

Utilizes poor skills. Is disrespectful, antagonistic, argumentative.

Occasionally utilizes appropriate communication skills.

Maintains positive communication. Initiates communication in a

positive manner.

3942 15112 15114 15115

3943 15116 15118 151193944 15120

15121

15122 15123

3945 15124

15125

15126 151273946 15128

15129

15130 151313947 15132

15133

15134 15136 15135

3948 15137

15138

15139 15140856

3949 15141

15142

15143 151443950 15145 15146 15147 151483951 15149 15150 15151 151523952 15153 15154 15155 151563953 15157 15158 15159 151603954 15161 15162 15163 151643955 15165 15166 15167 151683956 15169 15170 15171 151723957 15173 15174 15175 151763958 15177 15178 15179 15180

3959 15181 15182 15183 15184

15135