Accomplished - Education service district
Standard 1: Screening, Assessment, Diagnosing and Advising
The Speech Language Pathologist assists in the identification of students’ speech-language disorders through conducting valid assessments which adhere to District and State guidelines.
|Indicator |Does Not Meet Standard |Developing Proficiency Toward Standard |Proficient Relative to Standard |Exceeds Standard |
|1.1 While participating on collaborative |Does not engage in meetings and activities|Is moderately effective as a participant |Effectively engages as an active |Initiates highly effective levels of |
|teams as related to communication disorders,|designed to identify students with |in meetings and activities designed to |participant in meetings and activities |collaboration with a variety of team members|
|the SLP serves effectively by sharing |potential special education needs by |identify students with potential special |designed to identify students with |in meetings and activities designed to |
|professional knowledge and making |providing professional knowledge and |education needs by providing professional |potential special education needs by |identify students with potential special |
|recommendations for screening and/or |making recommendations for screening |knowledge and making recommendations for |providing professional knowledge and |education needs by providing professional |
|evaluation. |and/or evaluation. |screening and/or evaluation. |making recommendations for screening |knowledge and making recommendations for |
| | | |and/or evaluation. |screening and/or evaluation. |
|1.2 Demonstrates assessment knowledge by |Ineffectively selects evidence-based |Moderately effective in selection of |Effectively selects evidence-based |Proactively and collaboratively selects |
|selecting and administering current and |assessment techniques and tools that are |evidence-based assessment techniques and |assessment techniques and tools that are |evidence-based assessment techniques and |
|evidence-based assessment techniques and |administered, scored, and interpreted as |tools that are administered, scored, and |administered, scored, and interpreted as |tools including dynamic assessment |
|tools relevant to the student’s perceived |relevant to the student’s perceived |interpreted as relevant to the student’s |relevant to the student’s perceived |strategies that are administered, scored, |
|deficits. |deficits. |perceived deficits. |deficits. |and interpreted as relevant to the student’s|
| | | | |perceived deficits. |
|1.3 Analyzes and interprets information |Does not provide accurate defensible |Although accurate, analysis and |Provides accurate defensible justification|Takes a leadership role, using building, |
|gained through assessment adhering to |justification for eligibility and |interpretation of information does not |for eligibility and dismissal decisions. |district and community resources in |
|District and State guidelines to determine |dismissal decisions. |consistently adhere to District and State | |differential diagnosis to determine |
|student eligibility, including dismissal | |guidelines. | |eligibility and dismissal decisions. |
|from services. | | | | |
Standard 1: Screening, Assessment, Diagnosing and Advising (continued)
The Speech Language Pathologist assists in the identification of students’ speech-language disorders through conducting valid assessments which adhere to District and State guidelines.
|Indicator |Does Not Meet Standard |Developing Proficiency Toward Standard |Proficient Relative to Standard |Exceeds Standard |
|1.4 Completes assessments within appropriate|Rarely adheres to Federal, State and |Sometimes adheres to Federal, State and |Adheres to Federal, State and District |Provides leadership to colleagues regarding |
|time frames. |District time frames. |District time frames. |time frames. |adherence to Federal, State and District |
| | | | |time frames. |
|1.5 Communicates to a variety of audiences |Does not explain or document student |Sometimes explains and documents student |Clearly articulates and documents student |Shares an impressive level of knowledge |
|the student’s present levels and educational|strengths, needs, and recommendations for |strengths, needs, and recommendations for |strengths, needs, and recommendations for |regarding student strengths, needs and |
|impact by integrating results of |a variety of audiences for educational |a variety of audiences for educational |a variety of audiences for educational |recommendations with a variety of audiences |
|assessments. |planning. |planning. |planning. |for educational planning. |
|Guiding Questions Examples |Evidence Examples |
|Is screening data reviewed with appropriate staff and family to determine if further assessment is |Completed assessment protocols |
|suggested? |Differentiation in analysis of student assessment performance with consideration of special needs of |
|Are assessment protocols completed accurately? |students |
|Is assessment data reviewed, both individually and in collaboration with others (such as IEP teams, |Meetings with IEP teams to discuss educational impact, IEP goals, and diploma options as appropriate |
|instructional team, or PLC) to differentiate future instruction? |Sampling of eligibility reports |
|Is there a clear connection between assessment results and diagnosis? | |
|Is there a clear connection between diagnosis and developed goals? | |
|Is assessment conducted in a timely manner, according to State law? | |
|Is the appropriate assessment tool used for the suspected disability? | |
|Were multiple assessment techniques (dynamic assessment) used or attempted during the evaluation process? | |
Standard 2: Instructional Planning and Preparation
The Speech Language Pathologist plans and develops appropriate intervention programs and/or services to students.
|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |
|2.1 Works collaboratively with school |Does not collaborate for the success of |While not always consistent, attempts to |Collaborates consistently and effectively |Self-initiates cooperative and collaborative|
|personnel to accomplish the mission and |the department, school, and district |collaborate for the success of the |for the success of the department, school,|communication and effective strategies with |
|vision of the school district, as it relates|through active support and constructive |department, school, and district through |and district through active support and |school personnel to accomplish the mission |
|to speech-language services. |feedback to accomplish the mission and |active support and constructive feedback |constructive feedback to the professional |and vision of the school district. |
| |vision of the school district. |to accomplish the mission and vision of |team, students, and parents to accomplish | |
| | |the school district. |the mission and vision of the school | |
| | | |district. | |
|2.2 Coordinates speech-language services |Rarely engages in routine and effective |Sometimes engages in routine and effective|Consistently engages in routine and |Proactively coordinates with other school |
|with other school personnel. |communication with staff in collective |communication with staff in collective |effective communication with staff in |personnel to provide speech services in a |
| |scheduling within the itinerant nature of |scheduling within the itinerant nature of |collective scheduling within the itinerant|variety of school settings. |
| |the SLP’s assignments. |the SLP’s assignments. |nature of the SLP’s assignments. | |
|2.3 Selects evidence-based intervention |Selects intervention strategies and |Inconsistently selects current, |Selects current, evidence-based |In addition to consistently selecting |
|strategies and effective teaching materials |teaching materials, but does not consider |evidence-based intervention strategies and|intervention strategies and |current, evidence-based intervention |
|to reach objectives. |evidence and/or the developmental level of|developmentally appropriate teaching |developmentally appropriate teaching |strategies and developmentally appropriate |
| |the student(s) as a basis for the |materials that result in student meeting |materials that result in student meeting |teaching materials that result in student(s)|
| |selection process, generating little to no|their IEP objectives. |their IEP objectives. |meeting their IEP objectives, the SLP |
| |positive result. | | |regularly initiates sharing of his/her |
| | | | |expertise with colleagues, school personnel |
| | | | |and other stakeholders. |
Standard 2: Instructional Planning and Preparation (continued)
The Speech Language Pathologist plans and develops appropriate intervention programs and/or services to students.
|Indicator |Does Not Meet Standard |Developing Proficiency Toward Standard |Proficient Relative to Standard |Exceeds Standard |
|2.4 Maintains records of the speech-language|Does not maintain speech-language records |Inconsistently maintains speech-language |Consistently maintains accurate |No exceeds for this indicator. |
|program and prepares periodic reports as |and provide required reports in a timely |records, and/or does not consistently |speech-language records and provides | |
|required. |manner. Reports may also be found to be |provide required reports in a timely |required reports in a timely manner. | |
| |inaccurate. |manner. Reports may also be found to be | | |
| | |inaccurate. | | |
|Guiding Questions Examples |Evidence Examples |
|Does the SLP have a working knowledge of the team member’s roles in order to support the mission and vision |IEP progress reports |
|of the school district? |Eligibility/IEP paperwork |
|Does the SLP demonstrate knowledge of the developmental sequence of speech and language skills? |Service schedules |
|Does the SLP effectively communicate the developmental sequence of speech and language skills? |Clearly posted and/or communicated therapy targets/goals which refer to standards (at the student’s |
|Does the SLP coordinate services with other school personnel? |instructional level) in a student-friendly format |
|Are developmentally appropriate materials used during therapy to support growth on IEP goals? | |
|Are speech and language records reported in a timely and accurate manner? | |
|Are necessary reports completed in a timely and accurate manner? | |
Standard 3: Managing and Conducting Intervention
The Speech Language Pathologist provides intervention strategies to support the teaching process and to assist students in speech and language learning. Uses best practices and resources provided within the district to facilitate non-biased interventions that are sensitive to students’ cultural and linguistic backgrounds.
|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |
|3.1 Provides specially designed instruction |Rarely uses service delivery model(s) that|Understands various service delivery |Students are served in the delivery |Collaboratively integrates a variety of |
|and/or consultation for individuals or |achieve the goals and objectives. |model(s), but does not always utilize |model(s) that efficiently and effectively |service delivery models that efficiently and|
|groups of students within a variety of | |model(s) that effectively and efficiently |achieve the goals and objectives for |effectively achieve the goals and objectives|
|service models appropriate to student needs.| |achieve the goals and objectives. |individuals or groups of students. |for individuals or groups of students. |
|3.2 Uses a variety of materials, methods and|Rarely uses a variety of intervention |Inconsistently uses a variety of |Uses a variety of intervention strategies |Collaborates with instructional staff to |
|strategies to facilitate student learning |strategies which provide regular |intervention strategies which provide |which provide regular opportunities for |integrate the use of strategies throughout |
|and promote student engagement. |opportunities for student to engage in the|regular opportunities for student to |student to engage in the learning |educational environments which allow |
| |learning necessary to achieve goals and |engage in the learning necessary to |necessary to achieve goals and objectives.|students to generalize language and speech |
| |objectives. |achieve goals and objectives. |Shares strategies with classroom staff and|skills and to achieve goals and objectives. |
| | | |support specialists for generalization of | |
| | | |language and speech skills. | |
|3.3 Based on data collection of student |Does not use data collection to evaluate |Data collection is minimally systematic, |Data collection is systematic, ongoing, |No exceeds for this indicator. |
|performance in relevant settings, evaluates |the effectiveness of interventions and/or |and is not always used in decision-making |and reflects decision-making adjustments | |
|the effectiveness of interventions to adjust|to make adjustments to plans and |regarding adjustments in plans, procedures|in plans, procedures and interventions for| |
|plans and procedures. |procedures. |and interventions for individual students.|individual students. | |
| | | | | |
Standard 3: Managing and Conducting Intervention (continued)
The Speech Language Pathologist provides intervention strategies to support the teaching process and to assist students in speech and language learning. Uses best practices and resources provided within the district to facilitate non-biased interventions that are sensitive to students’ cultural and linguistic backgrounds.
|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |
|3.4 Communicates verbally and in written |Rarely presents written and verbal |Sometimes presents written and verbal |Consistently presents written and verbal |No exceeds for this indicator. |
|form to a variety of audiences the student’s|information in clear, logical and concise |information in clear, logical and concise |information in clear, logical and concise | |
|present level of functioning and educational|language, addressing few aspects of the |language, addressing some aspects of the |language, addressing all aspects of the | |
|needs. |student’s present level of functioning and|student’s present level of functioning and|student’s present level of functioning and| |
| |educational needs. |educational needs. |educational needs. | |
|3.5 Uses best practices and resources |Does not demonstrate knowledge to tailor |Demonstrates knowledge, but does not |Consistently tailors available materials |Is a resource to colleagues in the |
|provided within the district to facilitate |materials and presentation of information |always tailor materials and presentation |and presentation of information to each |facilitation of nonbiased interventions that|
|nonbiased interventions that are sensitive |to each audience with sensitivity to |of information to each audience with |audience with sensitivity to cultural and |are sensitive to students’ cultural and |
|to students’ cultural and linguistic |cultural and linguistic backgrounds. |sensitivity to cultural and linguistic |linguistic backgrounds. |linguistic backgrounds. |
|backgrounds. | |backgrounds. | | |
|Guiding Questions Examples |Evidence Examples |
|Is student response data used to modify instruction? |Data collection/progress notes |
|Is instruction scaffolded for the individual to move the student to the next level of development? |Analysis of pre- and post-assessment data |
|Is there a demonstrated understanding of student development? |Observation of student engagement |
|Are appropriate tools and/or available technology utilized to enhance and support inquiry and instruction? |List of implemented instructional strategies and outcomes |
|Do students receive encouragement in applying various levels of questioning or problem-solving strategies? |Developmentally appropriate instruction for target goals |
|Does the professional implement strategies that foster student engagement? |IEP progress notes |
|Are progress reports completed? |Samples of Present Level of Academic Achievement and Functional Performance (PLAAFP) |
|Are reports written and presented in a clear and concise manner? |Therapy tools |
|Does SLP deliver a variety of models within the school setting to best meet the needs of the student? | |
|Are materials and presentation of information tailored to all audiences (e.g., parents, school personnel, | |
|medical professionals, agencies) with a variety of cultural and linguistic backgrounds? | |
Standard 4: Leadership and Collaboration
The Speech Language Pathologist demonstrates awareness and description of programs and services within the district, school, and non-school agencies. Carries out professional responsibilities by providing consultation to parents, teachers and other appropriate school personnel.
|Indicator |Does Not Meet Standard |Developing Proficiency Toward Standard |Proficient Relative to Standard |Exceeds Standard |
|4.1 Demonstrates knowledge of building-level|Does not demonstrate awareness of |Although there is awareness of local |Work consistently demonstrates knowledge |Demonstrates extensive knowledge related to |
|programs, services, district policies and |building-level programs, services, |programs and services, work inconsistently|of building level programs, services, |speech-language services, which is sought |
|procedures and the roles of other |district policies and procedures and the |demonstrates knowledge of building-level |district policies and procedures and roles|out by building, district and community |
|disciplines as they relate to |roles of other disciplines as they relate |programs, services, district policies and |of other disciplines as they relate to |stakeholders. |
|speech-language services. |to speech-language services. |procedures and roles of other disciplines |speech-language services. | |
| | |as they relate to speech-language | | |
| | |services. | | |
|4.2 Promotes collaboration between general |Rarely listens to input from others; may |Inconsistently listens to input from |Consistently listens to input from others;|Actively listens to input from others; |
|and special education programs and responds |make decisions that are not appropriate. |others; makes some appropriate decisions |makes appropriate decisions based on |thoroughly understands various perspectives |
|to requests for information and assistance | |based on shared information, and at times |shared information, and initiates |and synthesizes the given information to |
|in the area of communication deficits. | |initiates activities and contributes |activities and contributes information |support the cohesion between general and |
| | |information that promotes mutual problem |that promotes mutual problem solving |special education. |
| | |solving and cohesion between general and |between general and special education. | |
| | |special education. | | |
|4.3 Consults with non-school agencies to |Does not consult with non-school agencies |Uses few non-school agencies to enhance |Utilizes non-school agencies to enhance |Pursues and actively consults with |
|enhance services and makes recommendations |to enhance services and does not make |services and sometimes makes |services and makes recommendations as |non-school agencies to enhance services and |
|as appropriate. |recommendations as appropriate. |recommendations as appropriate. |appropriate. |makes recommendations as appropriate. |
Standard 4: Leadership and Collaboration (continued)
The Speech Language Pathologist demonstrates awareness and description of programs and services within the district, school, and non-school agencies. Carries out professional responsibilities by providing consultation to parents, teachers and other appropriate school personnel.
|Guiding Questions Examples |Evidence Examples |
|Is there evidence of collaborative work with team members and/or the entire school to advance student |Documentation of communication with colleagues, non-school agencies, and families on student needs. |
|learning in the area of communication? |Engagement in team meetings such as SST and IEP teams. |
|Are opportunities to lead dialogue and discussions about student learning and development sought by the SLP?|Engagement in school meetings. |
| |Participation in SLP Job Alike meetings |
|Does the professional work with related services to design, implement, and evaluate instructional plans for | |
|students with disabilities? | |
|Does the professional provide consultation and/or support for school personnel? | |
|Does the professional collaborate with the school staff, family and other non-school agencies (such as DHS | |
|and medical facilities) as appropriate to facilitate student participation in the least restrictive | |
|environment? | |
Standard 5: Ethics and Legal Responsibilities
The Speech Language Pathologist delivers services consistent with District, State, and Federal regulations and ethical principles and professional standards of practice.
|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |
|5.1 Demonstrates knowledge of legal and |Demonstrates inadequate understanding of |Demonstrates limited understanding of, and|Demonstrates thorough understanding of, |Demonstrates an understanding of the larger |
|ethical principles and standards of practice|federal, state and district regulations |compliance with federal, state and |and full compliance with federal, state |context of public education policy by |
|to delivery of services in schools. |and policies addressing professional |district regulations and policies |and 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, ASHA, IDEA). |practice and ethical principles (e.g. OAR,|practice and ethical principles (e.g. OAR,|development or activities. |
| | |ORS, ASHA, IDEA and Oregon Government and |ORS, ASHA, IDEA and Oregon Government and | |
| | |Stds. practices). |Stds. practices). | |
|5.2 Engages in ongoing learning |Rarely engages in professional learning |Engages in professional learning |Engages in professional learning growth |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 in |with others. Consistently implements new |
| | |skills in their practice. |their practice. |knowledge and skills in their practice. |
|5.3 Communicates information critical to |Rarely provides accurate or timely |Sometimes provides complete, timely and |Provides complete and accurate information|Demonstrates leadership by facilitating and |
|decision making while maintaining |information, and/or does not follow |accurate information to others for |to others for decision-making and follows |informing others of accurate and necessary |
|confidentiality. |confidentiality policies, procedures, and |decision-making and inconsistently follows|confidentiality policies, procedures, and |information for decision-making while |
| |laws. |confidentiality policies, procedures, and |laws. |upholding confidentiality policies, |
| | |laws. | |procedures, and laws. |
Standard 5: Ethics and Legal Responsibilities (continued)
The Speech Language Pathologist delivers services consistent with District, State, and Federal regulations and ethical principles and professional standards of practice.
|Guiding Questions Examples |Evidence Examples |
|Is professionalism exhibited based on confidentiality; legal and ethical rights and responsibilities; and |Practice which reflects knowledge of most recent changes in legal and ethical rights and responsibilities |
|school, District, and State Government Standards and Ethics rules along with performance requirements? |Participation in professional development which relates to current student needs |
|Does the professional refrain from delegating tasks that are the legal requirement of the licensed SLP? |Attendance at District-required trainings |
|Does the professional adequately maintain and appropriately secure records of professional services and |Maintain District required license |
|allowing access to these records only when authorized or when required by law? |Providing professional development |
|Does the professional participate in continuing education activities related to their individual |Participation in SLP professional committees |
|professional growth? | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.