RtI Specialist Evaluation Rubric


Published on

Published in: Education
1 Comment
  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

RtI Specialist Evaluation Rubric

  1. 1. RtI Specialist Evaluation for the STARS ProgramStudent InteractionElement Unsatisfactory Developing Proficient Exemplary Knowledge of Students Displays minimal knowledge of Displays general knowledge of Displays solid understanding of Displays knowledge of typical Development and Skills developmental characteristics or developmental characteristics or typical developmental developmental characteristics student skills/knowledge. student skills/knowledge, but characteristics and the and skills/knowledge as it only displays this knowledge as skills/knowledge of groups of pertains to each student, it pertains to the whole class. students, as well as, exceptions including those with special to general patterns. needs, and utilizes this knowledge to differentiate instruction. Assists in preparing and Does not or inconsistently Learns the requirements for Demonstrates the ability to Promotes the use of available maintaining appropriate records follows the requirements for recordkeeping to assist the maintain accurate records data to make improvements in recordkeeping to assist the teacher. needed for his/her program his/her program area. teacher. area.Learning EnvironmentElement Unsatisfactory Developing Proficient Exemplary Interaction with Students Interaction with at least some Interactions with students are Interactions are friendly and Interactions demonstrate students is negative, demeaning, generally appropriate, but may demonstrate general warmth, genuine caring and respect for sarcastic. Interaction is reflect occasional caring, and respect. Interactions individual students. Successfully inappropriate to students age or inconsistencies, favoritism or are appropriate to accommodates students culture. Students questions or disregard for students cultures. developmental and cultural questions or interests. Students interests are disregarded. Students exhibit only minimal norms. Students exhibit respect exhibit respect for support staff Students exhibit disrespect for respect for support staff. for support staff. as an individual. support staff. Student Interaction Interactions are characterized by Interactions do not demonstrate Interactions are generally polite Interactions demonstrate conflict, sarcasm, or put-downs. negative behavior toward one and respectful. genuine caring for one another another. as individuals and as students. Is unclear about role, utilizes Determines and develops the Facilitate small or large groups Follows directions for facilitating Replicates strategies of activities same strategies for both small most effective strategies for of students small/large groups of children. for group work. and large groups. working with students.
  2. 2. Monitoring and Response to Is unaware of student actions. May miss the activities of some Is alert to student behavior. Is subtle and preventative. Student Behavior Responds disrespectfully. students. Responds Response is respectful and Response is highly effective and inconsistently. generally appropriate. sensitive to individual needs. Documents and maintains records of student behavior.InstructionElement Unsatisfactory Developing Proficient Exemplary Oral and Written Language Spoken language is inaudible. Spoken language is audible. Spoken and written language is Spoken and written language is Written language is illegible. Written language is legible. clear and correct. articulate and expressive. Spoken or written language Errors may occur occasionally. contains many grammar and syntax errors. Flexibility and Responsiveness Gives up or blames the student Becomes aware of options. Improvises and adapts to Anticipates and responds or the environment for students Inconsistently makes minor changes. Persists in seeking a proactively to needed changes. lack of success. adjustments. myriad of approaches for Persists in seeking effective students. approaches for students as individuals. Feedback to Students Is not provided. Is of low quality. Is inconsistently Is of high quality. Is provided in a Is consistently high quality to all provided. Is provided to some timely manner. Is effective to all students. but not all students. Is students. sometimes effective.Use of Instructional Techniques Questions are geared to lower Questions indicate an attempt to Questions facilitate higher-level Questions facilitate higher-level level thinking. Students participate engage students in discussion and discussion. Students are actively discussions where sstudents seek in the discussion. Response time is some are geared toward higher engaged in discussion. Response to engage entire class. Students not provided adequately. level thinking. Students particiapte time is provided adequately for occasionally lead discussion, in the discussion when directed. most students. where appropriate. Adequate Response time is provided opportunity is available for all inconsistently. students to respond.Professional ResponsibilitiesElement Unsatisfactory Developing Proficient Exemplary Service to Students Is not attentive to students Attempts to serve studfents Is active in serving students. Is highly proactive in serving needs. Makes decisions based inconsistently. Is limited in Works within a team to ensure students. Makes effort to ensure on self-serving interests. meeting students needs. that all students receive a fair that students are honored in the opportunity to succeed. school. Takes a leadership role in decision making.
  3. 3. Service to Self Cannot gauge his/her Can generally gauge his/her Assesses his/her effectiveness Assesses effectiveness effectiveness. Misjudges success effectiveness,. Can make general accurately. Can cite general thoughtfully. Draws on extensive of instruction profoundly. Has suggestions. references for support. Makes repertoire of skills. Offers no suggestions for improvement. some specific suggestions. specific suggestions for improvement. Maintain Confidentiality Promotes and shares with others Inconsistently treats others with Treats others with respect and Demonstrates an understanding how to maintain privacy and respect and shows a commitment shows a commitment to good and appreciation of the confidentiality. to good internal and external internal and external customer contributions of people with customer service. service. diverse backgrounds, abilities, and work styles.Student Support ActivitiesElement Unsatisfactory Developing Proficient Exemplary Implement instructional Observes instructional program Understands and implements Supports and involves students Assists in planning and program but does not implement instructional program. in instructional program. developing instructional program. programs. Maintain positive/respectful Utilizes poor skills. Is Maintains positive Occasionally utilizes appropriate Initiates communication in a communication disrespectful, antagonistic, communication. communication skills. positive manner. argumentative.