Accomplished - soesd.k12.or.us



Standard 1: Learner Development – Foundations of Autism Spectrum Disorder (ASD)

The consultant understands the unique development, behavioral, and learning characteristics of individuals with Autism Spectrum Disorder (ASD).

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|1.1 Demonstrates an understanding of the |Demonstrates minimal knowledge of ASD |Demonstrate basic knowledge of ASD |Demonstrates thorough knowledge of ASD |Demonstrates mastery of knowledge of ASD by|

|unique developmental, behavioral and |characteristics. |including understanding characteristics of|including understanding unique |being a resource to others and |

|learning characteristics of individuals with| |behavior and learning. |characteristics of behavior and learning. |teaching/mentoring the unique |

|ASD as compared to typical learners and | | | |characteristics of behavior and learning. |

|those with other disabilities. | | | | |

|1.2 Demonstrates knowledge of expanded |Does not demonstrate knowledge of expanded|Demonstrates limited knowledge of expanded|Demonstrates thorough knowledge of |Demonstrates an extensive knowledge and is |

|functional core curriculum (communication |functional core curriculum. |functional core curriculum and may not |expanded functional core curriculum and |a resource to others regarding expanded |

|development, social development, | |know how it relates to providing access to|how it relates to providing access to |functional core curriculum and how it |

|self-advocacy, cognitive development, | |academic curriculum. |academic curriculum. |relates to providing access to academic |

|sensory processing, organizational skills, | | | |curriculum. |

|adaptive skills, vocational skills and | | | | |

|functional life skills) and how they provide| | | | |

|access to academic curriculum. | | | | |

|1.3 Demonstrates an understanding of a |Does not demonstrate an understanding of |Demonstrates limited knowledge of a |Demonstrates thorough knowledge and |Demonstrates mastery level of understanding|

|continuum of placement and services |the full placement options and services |continuum of placement and services of |understanding of the full continuum of |of full continuum of placement options and |

|available for students and families |for students or families. |students and families including parent |placement options and services for |services for students and families |

|including self-advocacy, parent education | |education and community resources. |students and families including parent |including parent education and community |

|and community resources. | | |education and community resources. |resources. |

Standard 1: Learner Development – Foundations of Autism Spectrum Disorder (ASD)

The consultant understands the unique development, behavioral, and learning characteristics of individuals with Autism Spectrum Disorder (ASD).

|Guiding Questions |Evidence Examples |

|Is there a demonstrated understanding of a variety of disabilities and their impact on learning? |Documentation of instructional accommodations and modifications for students |

|Are learning styles and developmental needs of students recognized and appropriately used to modify |Documentation of how students respond to varied teaching strategies and modifications |

|instruction? |Autism Consultant can converse knowledgably about learner development including behavioral and learning |

|Is there a demonstrated knowledge of disability and its impact on development? |characteristics and their impact on the design and implementation of instruction |

|Are all appropriate placement options and services for students and families considered and discussed? |Documentation of classroom instructional modifications |

|Are appropriate modifications utilized to meet student needs? | |

Standard 2: Evaluation

The consultant demonstrates an understanding of ASD assessments to determine appropriate service needs.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|2.1 Selects and uses information from |Does not select or use appropriate |With assistance from colleagues, selects |Selects and skillfully uses relevant |Knowledgeable about a wide variety of |

|assessment tools and methods to determine |assessment tools and methods to determine |available assessment tools and methods to |information from assessment tools and |assessment tools and serves as a resource |

|learner’s current level of function. |learner’s current levels of function. |determine learner’s current levels of |methods to determine learner’s current |to colleagues on assessment tool selection |

| | |function. |levels of function. |and use. |

|2.2 Interprets, summarizes and reports |Vague and/or incomplete summarization of |Occasionally summarizes and reports |Consistently interprets, summarizes and |Thoroughly understands and explains |

|assessment results in order to collaborate |assessment results; rarely develops |assessment results to develop programmatic|reports assessment results in order to |assessment results in order to collaborate |

|with teams to develop appropriate |appropriate programmatic recommendations. |recommendations. |collaborate with teams to develop |with teams to develop appropriate |

|programmatic recommendations. | | |appropriate programmatic recommendations. |programmatic recommendations and is a |

| | | | |resource to colleagues. |

|Guiding Questions |Evidence Examples |

|Is there evidence of data collected and used to determine learner's current developmental level? |Review of evaluation reports |

|Is the information communicated in a way that promotes audience understanding? |Documentation of modifications and/or accommodations individualized to student needs |

|Is assessment data reviewed, both individually and in collaboration with others (such as IEP teams, |Differentiation in analysis of student assessment performance with consideration of special needs of |

|instructional team, or PLC) to differentiate future instruction? |students |

| |Meetings with IEP teams to discuss educational impact, IEP goals, modifications and accommodations |

Standard 3: Program Development and Implementation

The consultant uses a variety of intervention strategies to expand functional core curriculum to meet the needs of individual learners with ASD.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|3.1 Designs, facilitates and monitors |Does not create/provide intervention |With assistance from colleagues |Creates/provides effective intervention |Teaches others how to create/provide |

|intervention strategies appropriate for both|strategies based on the age and skill |creates/provides intervention strategies |strategies using multiple sources, based |effective intervention strategies using |

|age and skill level of the student. |level of the student. |based on the age and skill level of the |on the age and skill level of the student.|multiple sources, based on the age and skill|

| | |student. | |level of the student. |

|3.2 Applies the principles of research based|Demonstrates limited knowledge of research|Demonstrates partial knowledge and |Applies the principles of research based |Demonstrates thorough knowledge and teaches |

|interventions to teach identified skills |based interventions. |application of research based |interventions to teach identified skills |others how to consistently apply research |

|across settings. | |interventions to teach identified skills |across settings. |based interventions to teach identified |

| | |across settings. | |skills across settings. |

|3.3 Trains, models, and coaches adult |Ineffectively trains adult learners to |Occasionally trains, models, and coaches |Routinely trains, models and coaches adult|Has extensive knowledge and is a trainer of |

|learners including instructional assistants,|implement instructional interventions. |adult learners to implement instructional |learners to implement the appropriate |trainers on how to implement appropriate |

|teachers, administrators and parents to | |interventions. |research based instructional |research based instructional interventions. |

|implement the appropriate research based | | |interventions. | |

|instructional interventions. | | | | |

|3.4 Collaboratively plans and supports |Has limited knowledge and makes |Has knowledge and makes recommendations to|Has thorough knowledge and makes |Provides extensive knowledge and makes |

|transitions during the student’s educational|ineffective recommendations to support |support transition appropriate to where |appropriate recommendations based on |pro-active/student-centered recommendations |

|career (K-21). |transition. |the student is in his/her educational |student needs to collaboratively support |based on student need to collaboratively |

| | |career. |transition appropriate to where the |support transition appropriate to where the |

| | | |student is in his/her educational career. |student is in his/her educational career. |

Standard 3: Program Development and Implementation

The consultant uses a variety of intervention strategies to expand functional core curriculum to meet the needs of individual learners with ASD.

|Guiding Questions |Evidence Examples |

|Are intervention strategies appropriate for the student's developmental and skill level? |Review of classroom behavioral and functional routine data |

|Are research based interventions implemented in a variety of settings? |Contact log |

|Are trainings in appropriate instructional based interventions routinely offered? |Anecdotal description of trainings |

|Is there follow up training offered to adult learners for maintenance of skill level? |Transition meeting attendance |

|Are recommendations for transitions appropriate for student needs? |IEP meeting minutes |

Standard 4: Communication

The consultant communicates relevant program information to various stakeholders.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|4.1 Communicates program information to |Does not communicate program information |While not always effective, communicates |Effectively communicates program |Creatively communicates program information |

|district staff, parents and community with |to district staff, parents and/or |program information to district staff, |information to district staff, parents and|to district staff, parents and community in |

|regards to school and family culture, prior |community. |parents and community. |community. |a variety of methods and formats. |

|knowledge and available resources. | | | | |

|4.2 Engages families and community members |Does not engage families and community |Uses limited methods for engaging families|Uses a variety of methods to regularly |Is a resource to colleagues in providing |

|as partners in the educational process. |members. |and community members in the educational |engage students, families and community |proactive ways to engage students, families |

| | |process. |members as partners in the educational |and community members as partners in the |

| | | |process. |educational process. |

|4.3 Establishes and maintains positive |Does not collaborate to establish or |While not always consistent, attempts to |Collaborates consistently and effectively |Establishes a leadership role in the |

|collaborative relationships with families |maintain relationships with families and |collaboratively establish and maintain |to establish and maintain positive |collaboration among teams both inside and |

|and school teams. |school teams. |positive relationships with families and |relationships with families and school |outside the school. |

| | |school teams. |teams. | |

|4.4 Communicates information critical to |Rarely provides accurate or timely |Sometimes provides complete, accurate, and|Provides complete, accurate, and timely |Demonstrates leadership by facilitating and |

|decision making while maintaining |information, and/or does not maintain |timely information to others for |information to others for decision-making |informing others of accurate and necessary |

|confidentiality. |confidentiality. |decision-making while maintaining |and maintains confidentiality. |information for decision-making while |

| | |confidentiality. | |maintaining confidentiality. |

Standard 4: Communication

The consultant communicates relevant program information to various stakeholders.

|Guiding Questions |Evidence Examples |

|Is the Autism Consultant communicating with district staff, parents and community as needed? |Documentation of communication with families and other team members |

|Does the Autism Consultant use a variety of methods to communicate with district staff, parents and |Meeting agendas |

|community? |Active participation in team, school and other meetings |

|Given the school and family culture, does the Autism Consultant tailor their recommendations based on |Provide handouts from trainings |

|individual needs? |Transition plans |

|Is confidentiality kept in a professional manner? | |

|Is there evidence of positive collaborative work with team members? | |

|Is information critical to decision making clear and accurate? | |

|Does the consultant's communication include all necessary team members? | |

Standard 5: Leadership and Collaboration

The consultant seeks appropriate leadership roles and opportunities to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|5.1 Takes an active role on a variety of |Rarely engages in meetings and activities |Sometimes engages in meetings and |Engages in meetings and activities |Initiates opportunities for staff |

|building and district teams. |designed to plan curriculum, coordinate |activities designed to plan curriculum, |designed to plan curriculum, coordinate |collaboration to plan curriculum, coordinate|

| |resources and solve problems. |coordinate resources and solve problems. |resources and solve problems. |resources and solve problems. |

|5.2 Works collaboratively with educators, |Rarely invites interactive communication |Sometimes invites interactive |Invites interactive communication to |Uses interactive communication to foster a |

|families and related service providers to |to support learner development and |communication. Shares information to |support learner development and |culture in which students and/or families |

|support learner development and educational |educational access. |support learner development and |educational access. |know how to advocate for and articulate |

|access. | |educational access. | |their learning needs in order to improve |

| | | | |achievement |

|5.3 Responds to a variety of district-wide |Does not collaborate with supervisor, |Inconsistently collaborates and |Actively collaborates and coordinates |Proactively collaborates to address current |

|needs; such as requests for information, |staff and parents to exchange information.|coordinates schedules with supervisor, |schedules with supervisor, staff and |needs and to anticipate future program |

|support, and crisis management in a timely | |staff and parents to exchange information.|parents to exchange information in a |needs. |

|manner. | | |timely manner. | |

|Guiding Questions |Evidence Examples |

|Is there evidence of communication establishing a working relationship with colleagues? |Documentation of communication/contact logs |

|Is there evidence of collaborative work with team members? |Provide training, training materials and/or arrange guest speakers |

|Does the Autism Consultant work with related service providers to design, implement, and evaluate |Contact log |

|instructional plans for students with ASD? |Strategies provided are relevant to meet the needs of the team and student |

|Does the Autism Consultant provide consultation and/or support for school personnel? |Provides feedback and suggestions |

|Are students, families and other community resources encouraged to collaborate and be involved in learner |Modeling best practice or providing staff development |

|development? |Facilitates communication within and between schools |

|Does the Autism Consultant collaborate with the school staff and family to facilitate student participation | |

|in the least restrictive environment? | |

Standard 6: Professionalism and Ethical Practice

The consultant engages in ongoing professional learning and uses evidence to continually evaluate and modify his/her practice to meet the needs of each learner.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|6.1 Demonstrates knowledge of district, |Demonstrates inadequate understanding of |Demonstrates limited understanding of and |Demonstrates thorough understanding of and|Demonstrates an understanding of the larger |

|state and federal regulations and guidelines|federal, state and district regulations |compliance with federal, state and |full compliance with federal, state and |context of public education policy by |

|pertaining to related service provisions. |and policies addressing professional |district regulations and policies |district regulations and policies |staying abreast of changing laws and ethical|

| |standards of practice and ethical |addressing professional standards of |addressing professional standards of |standards, through literature, professional |

| |principles (e.g. OAR, ORS, IDEA). |practice and ethical principles (e.g. OAR,|practice and ethical principles (e.g. OAR,|development or activities. |

| | |ORS, IDEA). |ORS, IDEA). | |

|6.2 Engages in ongoing learning |Rarely engages in professional learning |Engages in professional learning |Engages in professional learning |Initiates and pursues professional learning |

|opportunities to develop and apply knowledge|opportunities. |opportunities, but demonstrates little or |opportunities based on self-assessment. |opportunities and actively shares expertise |

|and skills. | |no implementation of new knowledge and |Implements new knowledge and skills. |with others. Consistently implements new |

| | |skills. | |knowledge and skills in their practice. |

|6.3 Demonstrates flexibility, adaptability, |Adheres to his or her planned services, in|Makes minimal changes in services when |Makes changes in services as needed in |Is continually seeking ways to improve |

|and responsiveness in meeting school, staff |spite of evidence of the need for change. |confronted with evidence of the need for |response to student and/or team input. |services, and makes changes as needed in |

|and student needs. | |change. | |response to student and/or team input. |

|6.4 Collects data for maintenance of |Does not collect or analyze data. |Data collection is incomplete and/or |Consistently collects and analyzes a |Uses collected data to analyze and predict |

|departmental documentation including student| |inconsistently analyzed. |variety of data for maintenance of |trends in future needs. Develops |

|contact logs, case load lists, and IEP’s. | | |departmental documentation. |departmental systems to refine data |

| | | | |collection. |

Standard 6: Professionalism and Ethical Practice

The consultant engages in ongoing professional learning and uses evidence to continually evaluate and modify his/her practice to meet the needs of each learner.

|Guiding Questions |Evidence Examples |

|Are strengths and areas of growth identified during self-assessment and/or based on feedback or results? |Professional Growth Goals |

|Is professionalism exhibited based on confidentiality; legal and ethical rights and responsibilities; and |Self-assessment rubrics with documented reflection and relevance to Professional Growth Goals |

|school, district, and state performance requirements? |Active participant and/or contributor in team and school meetings |

|Are professional growth opportunities selected and participated in which relate to previously identified |Practice which reflects knowledge of legal and ethical rights and responsibilities |

|areas of opportunity for growth? |Demonstrated ethical and professional behavior in all dealings and interactions |

|Does the consultant experiment with new ideas or adapt his/her practice as a result of professional growth |Contact logs |

|opportunities? | |

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