Building: LSHS Responsible: R.

Zuehlke
Katie Rousemiller
Task: Tenured Sp. Ed. Teacher Danielson Rubric

TENURED SP. ED. TEACHER DANIELSON RUBRIC

Tenured Sp. Ed. Teacher Observation Form - Charlotte Danielson Framework
Name:
Katie Rousemiller

Location
LSHS

Subject/Content Area
Other

Grade Level
Grade 10

Date of Pre-Observation Meeting:

04/15/2021

Date of Observation:
04/20/2021

Date of Post-Observation Meeting:

04/20/2021

Domain 1: Planning and Preparation

Domain 1: Planning and Preparation
Unsatisfactory Developing Proficient Distinguished
1a) In planning and The teacher is The teacher The teacher
DEMONSTRATING practice, the familiar with the displays solid displays extensive
KNOWLEDGE OF teacher makes important concepts knowledge of the knowledge of the
CONTENT content errors or in the discipline but important concepts important concepts
AND PEDAGOGY does not correct displays a lack of in the discipline and
in the discipline and
errors made by awareness of how how these relate to how these relate
students. these concepts one both to one another
relate to one another. The and to other
The teacher another. The teacher disciplines. The
displays little teacher indicates demonstrates teacher
understanding of some awareness of accurate demonstrates
prerequisite prerequisite understanding of understanding of
knowledge learning, although prerequisite prerequisite
important to such knowledge relationships relationships
student learning of may be inaccurate among topics. among topics and
the content. The or incomplete. The concepts and
teacher displays teacher’s plans and The teacher’s plans understands the
little or no practice reflect a and practice reflect link to necessary
understanding of limited range of familiarity with a cognitive structures
the range of pedagogical wide range of that ensure student
pedagogical approaches to the effective understanding. The
approaches suitable discipline or to the pedagogical teacher’s plans and
to student learning students. approaches in the practice reflect
of the content. subject. familiarity with a
wide range of

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 effective
pedagogical
approaches in the
discipline and the
ability to anticipate
student
misconceptions.

1b) The teacher The teacher The teacher The teacher

DEMONSTRATING displays minimal displays generally understands the understands the
KNOWLEDGE OF understanding of accurate knowledge active nature of active nature of
STUDENTS how students learn of how students student learning student learning
and little learn and of their and attains and acquires
knowledge of their varied approaches information about information about
varied approaches to learning, levels of levels of
to learning, knowledge and development for development for
knowledge and skills, special groups of students. individual students.
skills, special needs, and interests The teacher also The teacher also
needs, and interests and cultural purposefully systematically
and cultural heritages, yet may acquires acquires knowledge
heritages—and apply this knowledge from from several
does not indicate knowledge not to several sources sources about
that such individual students about groups of individual students’
knowledge is but to the class as a students’ varied varied approaches
valuable. whole. approaches to to learning,
learning, knowledge and
knowledge and skills, special
skills, special needs, and
needs, and interests and
interests and cultural heritages.
cultural heritages.

1c) SETTING The outcomes Outcomes represent Most outcomes All outcomes
INSTRUCTIONAL represent low moderately high represent rigorous represent high-level
OUTCOMES expectations for expectations and and important learning in the
students and lack of rigor. Some reflect learning in the discipline. They are
rigor, and not all of important learning discipline and are clear, are written in
these outcomes in the discipline and clear, are written in the form of student
reflect important consist of a the form of student learning, and
learning in the combination of learning, and permit viable
discipline. They are outcomes and suggest viable methods of
stated as student activities. methods of assessment.
activities, rather Outcomes reflect assessment. Outcomes reflect
than as outcomes several types of Outcomes reflect several different
for learning. learning, but the several different types of learning
Outcomes reflect teacher has made types of learning and, where
only one type of no effort at and opportunities appropriate,
learning and only coordination or for coordination, represent both
one discipline or integration. and they are coordination and
strand and are Outcomes, based differentiated, in integration.
suitable for only on global whatever way is Outcomes are
some students. assessments of needed, for differentiated, in
student learning, different groups of what-ever way is
are suitable for students. needed, for
most of the individual students.
students in the
class.

1d) The teacher is The teacher The teacher The teacher’s

DEMONSTRATING unaware of displays some displays awareness knowledge of
KNOWLEDGE OF resources to assist awareness of of resources beyond resources for
RESOURCES student learning resources beyond those provided by classroom use and
beyond materials those provided by the school or for extending one’s

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 provided by the the school or district, including professional skill is
school or district, district for those on the extensive, including
nor is the teacher classroom use and Internet, for those available
aware of resources for extending one’s classroom use and through the school
for expanding one’s professional skill for extending one’s or
own professional but does not seek professional skill, district, in the
skill. to expand this and seeks out such community,
knowledge. resources. through
professional
organizations and
universities, and on
the Internet.

1e) DESIGNING Learning activities Some of the Most of the learning The sequence of
COHERENT are poorly aligned learning activities activities are learning activities
INSTRUCTION with the and materials are aligned with the follows a coherent
instructional aligned with the instructional sequence, is
outcomes, do not instructional outcomes and aligned to
follow an organized outcomes and follow an organized instructional goals,
progression, are not represent moderate progression suitable and is designed to
designed to engage cognitive challenge, to groups of engage students in
students in active but with no students. The high-level cognitive
intellectual activity, differentiation for learning activities activity. These are
and have unrealistic different students. have reasonable appropriately
time allocations. Instructional groups time allocations; differentiated for
Instructional groups partially support the they represent individual learners.
are not suitable to activities, with significant cognitive Instructional groups
the activities and some variety. The challenge, with are varied
offer no variety. lesson or unit has a some differentiation appropriately, with
recognizable for different groups some opportunity
structure; but the of students and for student choice.
progression of varied use of
activities is uneven, instructional
with only some groups.
reasonable time
allocations.

1f) DESIGNING Assessment Assessment All the instructional All the instructional
STUDENT procedures are not procedures are outcomes may be outcomes may be
ASSESSMENTS congruent with partially congruent assessed by the assessed by the
instructional with instructional proposed proposed
outcomes and lack outcomes. assessment plan; assessment plan,
criteria by which Assessment criteria assessment with clear criteria
student and standards have methodologies may for assessing
performance will be been developed, have been adapted student work. The
assessed. The but they are not for groups of plan contains
teacher has no plan clear. The teacher’s students. evidence of student
to incorporate approach to using Assessment criteria contribution to its
formative formative and standards are development.
assessment in the assessment is clear. The teacher Assessment
lesson or unit. rudimentary, has a well- methodologies
including only some developed strategy have been adapted
of the instructional for using formative for individual
outcomes. assessment and students as the
has designed need has arisen.
particular The approach to
approaches to be using formative
used. assessment is well
designed and
includes student as
well as teacher use
of the assessment
information.

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Evaluator Comments

Domain 2: The Classroom Environment

Domain 2: The Classroom Environment
Unsatisfactory Developing Proficient Distinguished
2a) CREATING AN Patterns of Patterns of Teacher-student Classroom
ENVIRONMENT OF classroom classroom interactions are interactions
RESPECT AND interactions, both interactions, both friendly and between teacher
RAPPORT between teacher between teacher demonstrate and students and
and students and and students and general caring and among students
among students, among students, respect. Such are highly
are mostly are generally interactions are respectful,
negative, appropriate but appropriate to the reflecting genuine
inappropriate, or may reflect ages, cultures, and warmth, caring,
insensitive to occasional developmental and sensitivity to
students’ ages, inconsistencies, levels of the students as
cultural favoritism, and students. individuals.
backgrounds, and disregard for Interactions among Students exhibit
developmental students’ ages, students are respect for the
levels. cultures, and generally polite and teacher and
Student interactions developmental respectful, and contribute to high
are characterized levels. Students students exhibit levels of civility
by sarcasm, put- rarely demonstrate respect for the among all
downs, or conflict. disrespect for one teacher. The members of the
The teacher does another. The teacher responds class. The net
not deal with teacher attempts to successfully to result is an
disrespectful respond to disrespectful environment where
behavior. disrespectful behavior among all students feel
behavior, with students. The net valued and are
uneven results. The result of the comfortable taking
net result of the interactions is intellectual risks.
interactions is polite, respectful,
neutral, conveying and business-like,
neither warmth nor though students
conflict. may be somewhat
cautious about
taking intellectual
risks.

2b) ESTABLISHING A The classroom The classroom The classroom The classroom
CULTURE FOR culture is culture is culture is a place culture is a
LEARNING characterized by a characterized by where learning is cognitively busy
lack of teacher or little commitment valued by all; high place, characterized
student to learning by the expectations for by a shared belief
commitment to teacher or students. both learning and in the importance
learning, and/or The teacher hard work are the of learning. The
little or no appears to be only norm for most teacher conveys
investment of “going through the students. Students high expectations
student energy in motions,” and understand their for learning for all
the task at hand. students indicate role as learners and students and insists
Hard work and the that they are consistently expend on hard work;
precise use of interested in the effort to learn. students assume
language are not completion of a Classroom responsibility for
expected or valued. task rather than the interactions support high quality by
Medium to low quality of the work. learning, hard work, initiating
expectations for The teacher and the precise use improvements,
student conveys that of language. making revisions,
achievement are student success is adding detail,
the norm, with high the result of natural and/or assisting

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 expectations for ability rather than peers in their
learning reserved hard work, and precise use of
for only one or two refers only in language.
students. passing to the
precise use of
language. High
expectations for
learning are
reserved for those
students thought to
have a natural
aptitude for the
subject.

2c) MANAGING Much instructional Some instructional There is little loss Instructional time is
CLASSROOM time is lost due to time is lost due to of instructional time maximized due to
PROCEDURES inefficient partially effective due to effective efficient and
classroom routines classroom routines classroom routines seamless
and procedures. and procedures. The and procedures. The classroom routines
There is little or no teacher’s teacher’s and procedures.
evidence of the management of management of Students take
teacher’s managing instructional groups instructional groups initiative in the
instructional groups and transitions, or and transitions, or management of
and transitions handling of handling of instructional groups
and/or handling of materials and materials and and transitions,
materials and supplies, or both, supplies, or both, and/or the handling
supplies effectively. are inconsistent, are consistently of materials and
There is little leading to some successful. With supplies. Routines
evidence that disruption of minimal guidance are well understood
students know or learning. With and prompting, and may be
follow established regular guidance students follow initiated by
routines. and prompting, established students.
students follow classroom routines.
established
routines.

2d) MANAGING There appear to be Standards of Student behavior is Student behavior is

STUDENT BEHAVIOR no established
standards of
conduct, or students
challenge them.
There is little or no
teacher monitoring
of student behavior,
and response to
students’
misbehavior is
repressive or
disrespectful of
student dignity.
conduct appear to generally entirely
have been appropriate. The appropriate.
established, but teacher monitors Students take an
their student behavior active role in
implementation is against established monitoring their
inconsistent. The standards of own behavior
teacher tries, with conduct. Teacher and/or that of other
uneven results, to response to student students against
monitor student misbehavior is standards of
behavior and consistent, conduct. Teacher
respond to student proportionate, and monitoring of
misbehavior. respectful to student behavior is
students and is subtle and
effective. preventive. The
teacher’s response
to student
misbehavior is
sensitive to
individual student
needs and respects
students’ dignity.

2e) ORGANIZING The classroom The classroom is The classroom is The classroom
PHYSICAL SPACE environment is safe, and essential safe, and students environment is
unsafe, or learning learning is have equal access safe, and learning
is not accessible to accessible to most to learning is accessible to all

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 many. There is poor students. The activities; the students, including
alignment between teacher makes teacher ensures those with special
the arrangement of modest use of that the furniture needs. The teacher
furniture and physical resources, arrangement is makes effective
resources, including including computer appropriate to the use of physical
computer technology. The learning activities resources, including
technology, and the teacher attempts to and uses physical computer
lesson activities. adjust the resources, including technology. The
classroom furniture computer teacher ensures
for a lesson or, if technology, that the physical
necessary, to adjust effectively. arrangement is
the lesson to the appropriate to the
furniture, but with learning activities.
limited Students contribute
effectiveness. to the use or
adaptation of the
physical
environment to
advance learning.

Evaluator Comments

Domain 3: Instruction
Domain 3: Instruction
Unsatisfactory Developing Proficient Distinguished
3a) The instructional The teacher’s The instructional The teacher links
COMMUNICATING purpose of the attempt to explain purpose of the the instructional
WITH STUDENTS lesson is unclear to the instructional lesson is clearly purpose of the
students, and the purpose has only communicated to lesson to the larger
directions and limited success, students, including curriculum; the
procedures are and/or directions where it is situated directions and
confusing. The and procedures within broader procedures are
teacher’s must be clarified learning; directions clear and anticipate
explanation of the after initial student and procedures are possible student
content contains confusion. The explained clearly misunderstanding.
major errors and teacher’s and may be The teacher’s
does not include explanation of the modeled. The explanation of
any explanation of content may teacher’s content is thorough
strategies students contain minor explanation of and clear,
might use. The errors; some content is developing
teacher’s spoken or portions are clear, scaffolded, clear, conceptual
written language others difficult to and accurate and understanding
contains errors of follow. The connects with through clear
grammar or syntax. teacher’s students’ scaffolding and
The teacher’s explanation does knowledge and connecting with
academic not invite students experience. During students’ interests.
vocabulary is to engage the explanation of Students contribute
inappropriate, intellectually or to content, the to extending the
vague, or used understand teacher focuses, as content by
incorrectly, leaving strategies they appropriate, on explaining concepts
students confused. might use when strategies students to their classmates
working can use when and suggesting
independently. The working strategies that
teacher’s spoken independently and might be used. The
language is correct invites student teacher’s spoken
but uses vocabulary intellectual and written
that is either engagement. The language is
limited or not fully teacher’s spoken expressive, and the
appropriate to the and written teacher finds

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 students’ ages or language is clear opportunities to
backgrounds. and correct and is extend students’
The teacher rarely suitable to vocabularies, both
takes opportunities students’ ages and within the discipline
to explain academic interests. The and for more
vocabulary. teacher’s use of general use.
academic Students contribute
vocabulary is to the correct use of
precise and serves academic
to extend student vocabulary.
understanding.

3b) USING The teacher’s The teacher’s While the teacher The teacher uses a
QUESTIONING AND questions are of low questions lead may use some low- variety or series of
DISCUSSION cognitive challenge, students through a level questions, he questions or
TECHNIQUES with single correct single path of poses questions prompts to
responses, and are inquiry, with designed to challenge students
asked in rapid answers seemingly promote student cognitively,
succession. determined in thinking and advance high-level
Interaction between advance. understanding. The thinking and
the teacher and Alternatively, the teacher creates a discourse, and
students is teacher attempts to genuine discussion promote
predominantly ask some questions among students, metacognition.
recitation style, designed to engage providing adequate Students formulate
with the teacher students in time for students to many questions,
mediating all thinking, but only a respond and initiate topics,
questions and few students are stepping aside challenge one
answers; the involved. The when doing so is another’s thinking,
teacher accepts all teacher attempts to appropriate. The and make
contributions engage all students teacher challenges unsolicited
without asking in the discussion, to students to justify contributions.
students to explain encourage them to their thinking and Students
their reasoning. respond to one successfully themselves ensure
Only a few students another, and to engages most that all voices are
participate in the explain their students in the heard in the
discussion. thinking, with discussion, discussion.
uneven results. employing a range
of strategies to
ensure that most
students are heard.

3c) ENGAGING The learning The learning tasks The learning tasks Virtually all
STUDENTS IN tasks/activities, and activities are and activities are students are
LEARNING materials, and partially aligned fully aligned with engaged in
resources are with the the instructional challenging content
poorly aligned with instructional outcomes and are through well-
the instructional outcomes but designed to designed learning
outcomes, or require only challenge student tasks and activities
require only rote minimal thinking by thinking, inviting that require
responses, with students and little students to make complex thinking
only one approach opportunity for their thinking by students. The
possible. The them to explain visible. This teacher provides
groupings of their thinking, technique results in suitable scaffolding
students are allowing most active intellectual and challenges
unsuitable to the students to be engagement by students to explain
activities. The passive or merely most students with their thinking.
lesson has no compliant. The important and There is evidence
clearly defined groupings of challenging content of some student
structure, or the students are and with teacher initiation of inquiry
pace of the lesson moderately suitable scaffolding to and student
is too slow or to the activities. support that contributions to the
rushed. The lesson has a engagement. The exploration of
recognizable groupings of important content;

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 structure; however, students are students may serve
the pacing of the suitable to the as resources for
lesson may not activities. The one another. The
provide students lesson has a clearly lesson has a clearly
the time needed to defined structure, defined structure,
be intellectually and the pacing of and the pacing of
engaged or may be the lesson is the lesson provides
so slow that many appropriate, students the time
students have a providing most needed not only to
considerable students the time intellectually
amount of needed to be engage with and
“downtime.” intellectually reflect upon their
engaged. learning but also to
consolidate their
understanding.

3d) USING Students do not Students appear to Students appear to Assessment is fully
ASSESSMENT IN appear to be aware be only partially be aware of the integrated into
INSTRUCTION of the assessment aware of the assessment criteria, instruction, through
criteria, and there is assessment criteria, and the teacher extensive use of
little or no and the teacher monitors student formative
monitoring of monitors student learning for groups assessment.
student learning; assessments are of students. Students appear to
feedback is absent rarely used to Questions and be aware of, and
or of poor quality. diagnose evidence assessments are there is some
Students do not of learning. regularly used to evidence that they
engage in self- or Feedback to diagnose evidence have contributed to,
peer assessment. students is general, of learning. Teacher the assessment
and few students feedback to groups criteria. Criteria and
assess their own of students is assessments are
work. accurate and regularly to
specific; some diagnose evidence
students engage in of learning by
self-assessment. individual students.
A variety of forms
of feedback, from
both teacher and
peers, is accurate
and specific and
advances learning.
Students self-
assess and monitor
their own progress.
The teacher
successfully
differentiates
instruction to
address individual
students’
misunderstandings.

3e) The teacher ignores The teacher accepts The teacher The teacher seizes
DEMONSTRATING students’ questions; responsibility for successfully an opportunity to
FLEXIBILITY AND when students have the success of all accommodates enhance learning,
RESPONSIVENESS difficulty learning, students but has students’ questions building on a
the teacher blames only a limited and interests. spontaneous event
them or their home repertoire of Drawing on a broad or students’
environment for strategies to use. repertoire of interests, or
their lack of Adjustment of the strategies, the successfully adjusts
success. The lesson in response teacher persists in and differentiates
teacher makes no to assessment is seeking approaches instruction to
attempt to adjust minimal or for students who address individual
the lesson even ineffective. have difficulty student

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 when students don’t learning. If misunderstandings.
understand the impromptu Using an extensive
content. measures are repertoire of
needed, the teacher instructional
makes a minor strategies and
adjustment to the soliciting additional
lesson and does so resources from the
smoothly. school or
community, the
teacher persists in
seeking effective
approaches for
students who need
help.

Evaluator Comments

Domain 5: Special Education Professional Responsibilities

Component 5a: Due Process/Parent Involvement
Unsatisfactory Developing Proficient Distinguished
Federal Law and Is unable to explain Can explain basic Knows, Very
Regulation/State provisions of IDEA* tenets of IDEA and understands, and knowledgeable of
Law and Rules and Minnesota Rule Minnesota Rule and utilizes IDEA and IDEA and Minnesota
applicable to special to students, apply it to students. Minnesota laws and Laws and Rule
education parents, and staff. rules, ensures IEP including case law.
members know how Shares knowledge
it applies to with a variety of
individual students. audiences (parents,
students, staff).
Understands and
conveys to others
changes in the laws
and rules as they
occur.

Pre-referral and Does not participate Understands and Understands, Provides

Referral Process in or follow district contributes to the contributes and information and
pre-referral and pre-referral and applies the pre- support to general
referral process. referral process at referral and referral education teachers.
an acceptable level. process on a Ensures best
Contributions may proactive and practices are
be sporadic and/or consistent basis. followed for pre-
minimal. referral
interventions and
oversees referral
process including
paperwork
requirements.

Cultural, Gender, Fails to consider Demonstrates an Demonstrates an Seeks out

Disability student and/or awareness and ability to use and additional
Sensitivity family cultural, utilizes cultural, evaluate materials information in
gender and/or gender and for sensitivity. Acts cultural, gender,
disability needs disability sensitive as a resource to and disability
practices for other team sensitive areas.
students, parents, members. Demonstrates an
and staff. Assures awareness of how
sensitivity issues cultural, gender,
and disability

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 are addressed for sensitive issues
all students. impact individuals
in the system at
large. Serves as a
resource to others.

Timelines and Timelines are Timelines are A system is in place Timelines and
Notices consistently not usually met and to ensure timelines notices are
met and appropriate notices are consistently complete, accurate,
appropriate notices are usually on file. met, appropriate and well organized
are not on file. notices are on file, in file. Individual
and notices include supports and
all team members. oversees system to
ensure compliance
and organization.
Serves as a
resource to others.

Data Privacy Private information Information is Works with team Establishes

is shared shared with others members to respect guidelines and
inappropriately. on a need to know and reinforce need promotes data
basis. Data is for data privacy. privacy at a system
usually kept and Serves as a role level. Keeps current
shared in a manner model for non- on legal matters
that ensures licensed staff, and shares
confidentiality. colleagues, information with
volunteers, parents others.
and students.

Parent Participation Includes parents at Understands and Communicates Utilizes creative

and Input a minimal level in follows positive as well as methods of parent
gathering requirements of negative involvement and
information and/or IDEA for parent information to adjusts mode of
the decision making participation and parents on a communication to
process. input. regular basis. meet parent needs.
Communicates with Consistently seeks Works at a system
parents on a need input. level to increase
to know basis. parent
involvement.

Conflict Resolution Has difficulty Demonstrates a Follows a Individual is

resolving conflicts. desire to resolve a systematic process reflective, utilizes a
Tends to become conflict and solicits of conflict variety of conflict
defensive and may outside support as resolution and resolution
escalate situations. needed with consistently applies strategies, and
sporadic success. conflict resolution provides support to
strategies in a others to resolve a
variety of conflict. Works pro-
situations. actively to
anticipate and de-
escalate conflict.

IEP Development Limited familiarity Uses IEP program Uses IEP program Is able to provide
with computerized consistently, has consistently and technical training
IEP program used in minimal accurately. and/or support to
District 194. Does programming Accesses training others.
not seek technical errors, and seeks and support to
support or training. assistance as remain up to date.
needed.

Component 5b: Evaluation Process

Unsatisfactory Developing Proficient Distinguished

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 Application of Does not Demonstrates an Explores and Individual trains
Evaluation Tools demonstrate an understanding of utilizes a large others in the
understanding of basic terminology, repertoire of understanding of
basic terminology, ethical evaluation tools. basic terminology,
ethical consideration, May use and/or ethical
considerations, administration recommend non- considerations,
administration procedures, and traditional administration
procedure, and limitations (validity evaluation tools to procedures and
limitations (validity and reliability) of meet unique needs limitations (validity
and reliability) of traditional of students. and reliability) of
traditional evaluation tools. evaluation tools.
evaluation tools. Usually obtains
Student interactions accurate,
are characterized systematic, and
by sarcasm, put- comprehensive
downs, or conflict. data through formal
The teacher does testing and
not deal with observation.
disrespectful
behavior.

Interpretation and Does not Demonstrates an Model best Provides training

Application of demonstrate an understanding of practices and and support to
Evaluation Results understanding of evaluation results conveys others. Ensure
evaluation results and presents this information quality and
including individual information to concisely, compliance through
scores, cumulative parents, students, accurately and individual testing
test results, and/or and staff with basic respectfully. Utilizes and committee
the impact of accuracy. wide base of experience.
results on experience to Assimilates results
educational interpret results. from a variety of
performance and sources and
planning. synthesizes
information.

Evaluation Reports Reports do not Reports include all Convey information Provides training
include all required required concisely and support to
components. components and accurately, and others in writing
are consolidated respectfully. Report reports. Monitors
and succinctly is parent friendly reports for quality,
summarized. Some with acronyms and compliance and
aspects of reports technical language readability.
may be confusing defined. Reports are (student-parent
to students or readable and comprehension).
parents. information is
conveyed
appropriately and
sensitively.

Eligibility Criteria Does not Demonstrates a Demonstrates a Comprehensively

demonstrate an minimal comprehensive reviews data,
understanding of understanding of understanding of demonstrates a
eligibility criteria eligibility criteria multiple eligibility broad knowledge
for area(s) of for area(s) of area and conveys base of disability
licensure and licensure and information to other area and
completes completes team members. synthesizes
applicable district applicable district information to
summary sheets in summary sheets in develop a student
the evaluation the evaluation profile which may
process. process. be used to
determine the most
appropriate area of
eligibility.

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 Program Planning IFSP/IEP* and/or IFSP/IEP and student IFSP/IEP and student Collaborates with
student program program usually program support team to
does not reflect reflects evaluation consistently reflects share resources and
student’s individual data, student needs evaluation data, information in order
and/or general and/or appropriate student needs to create programs
education needs. involvement in and/or appropriate that support
general education. involvement in students, parents,
general education. and staff.
Schedules are
flexible to meet
varying needs.

Component 5c: IFSP/IEP

Unsatisfactory Developing Proficient Distinguished
Overall IFSP/IEP IFSP/IEP does not include IFSP/IEP is complete, IFSP/IEP is IFSP/IEP reflects
the required contains minimal strength-based creative
components, contains mechanical/grammatical and needs are approaches and
mechanical/grammatical errors and flows from individualized. It appropriate
errors and does not flow present level to needs to is internally expectations to
from present level to goals/objectives. consistent and meet student
needs to reflects student needs. May
goals/objectives. progress. provide
support/training
to others

Goals and Goals do not include Goals are annual, broad Goal and Goals and
Objectives direction of change, based statements which objectives objectives are
skill/behavior to be include direction of contain all creative, well
changed, and/or change, skill/behavior to components. written and
expected annual ending be changed, and They are demonstrate a
level of performance. expected annual ending strength-based, flow within the
Objectives do not level of performance. individualized to current IFSP/IEP
include condition for Objectives or reflect student and across a
evaluation, the benchmarks are needs and student’s
skill/behavior to be measurable, connected to IFSPs/IEPs over
preformed and/or intermediate steps, evaluation time.
criteria and procedure which include condition information.
for evaluation. for evaluation, the
skill/behavior to be
preformed and criteria
and procedures for
evaluation.

Progress Report Frequency and method Frequency and methods A variety of Progress reports
of reporting is not of reporting is noted in modes are used are
documented in the IEP. the IEP. Progress reports to communicate comprehensive
Progress reports are not are documented and progress such as and specific and
completed. Reports do completed as agreed written reports, information is
not contain the upon by the IEP team. phone calls or used to monitor
necessary components. conferences. and adjust
Progress reports student
are consistently programs.
documented and Reports can be
contain used as models
information on for others.
progress on
goal/objectives,
progress in the
general
curriculum and
the

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 appropriateness
of the IEP.

Graduation Graduation standards Graduation standards Individual plans Individual

Standards and and/or the need for and the need for are created with understands how
State-wide accommodations, accommodations, students, staff, graduation
Assessment modifications, and/or modifications, and/or and parents to standards apply
exemptions is not exemptions are usually maximize to special
addressed and/or addressed and participation in education and
documented. Credits are documented. Case graduation serves as
not monitored or manger consults with standards and resource to
tracked. counselor and team track and monitor others. Continues
members to monitor credit completion. to seek
credits and make Accurate and opportunities for
appropriate credit current records training. Keeps
decisions. are kept for each accurate credit
student on the records and
caseload. communicates
with student,
parent, and team
members.

Data Collection Collection is Useful and appropriate A variety of Data collection is

inconsistent, not data is collected to systematic incorporated into
reported and/or not used monitor, report and approaches are daily instruction
to evaluate student evaluate student used to collect and activities.
progress. Data that is progress. data. Data is used Data is analyzed
collected is not useful or appropriately to on a regular basis
appropriate. increase to plan for
likelihood of students. Data is
success. collected and
synthesized in a
seamless
fashion.

Component 5d: Teaming

Unsatisfactory Developing Proficient Distinguished
Collaboration with Individual Individual usually Collaboration is Special education
General Education collaborates collaborates with respectful, student and general
minimally with general education centered, ongoing education are
general education teachers on an as and proactive to integrated to
teachers. Student needed basis. meet student needs maximize
participation in Students participate in a variety of involvement in the
general education in general environments. A general education
curriculum is education system is in place curriculum and/or
minimal. curriculum at an for consistent, two- environment. The
appropriate level. way special educator
communications. uses a variety of
creative
approaches and
supports to
collaborate with
general educators.

Collaboration with Collaboration with Collaboration with There is a system Related services
Related Service related service related service for communication are incorporated
Providers providers is providers usually and feedback. into each student’s
infrequent, occurs on a regular Interventions are program as
inconsistent and/or basis. Related implemented and necessary. Teams
minimal. service providers monitored and provide training and
usually receive progress is support to others on

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 notices and communicated to effective
information in a related service collaboration.
timely and providers.
respectful manner.

Collaboration with Collaboration with Collaboration with Collaboration with Collaboration with
Outside Agencies outside agencies is outside agencies outside agencies is outside agencies is
minimal. usually occurs as consistently proactively
needed. Team lists facilitated for promoted. An
and releases of students and ability to access
information are families (i.e., outside resources
current and on file. attendance is for students and
documented at families is modeled
team meetings). and taught for
individual use.

Leadership and Participation and Usually participates Provides leadership Serves as a

Advocacy contribution to the in and contributes at the building resource and role
building SST to building SST and level. Serves on model for others.
(Student Support usually fulfills committees and Provides leadership
Team) and/or district work groups. Serves at the district
district responsibilities (i.e., as a liaison and/or state level.
responsibilities is input or between groups. Advocates for
inconsistent. transportation Consistently and students with
Advocacy for representative). effectively disabilities in a
students with advocates for variety of
special education students and environments.
needs may be families.
lacking.

Component 5e: Behavior Management Specific to Students with Special Education

Needs
Unsatisfactory Developing Proficient Distinguished
Physical The learning The learning The learning The learning
Arrangement and environment is not environment environment, environment is
Classroom conducive to usually encourages routines and unique and created
Structure meeting student’s active participation transition times are to meet the needs
behavioral needs. by learners in a consistently of specific groups of
variety of individual structured to meet students. Others
and group learning the needs of may replicate
activities. It is individual students. components. The
usually safe, environment is
positive, developmentally
supportive, and appropriate and
values diversity. serves as a model
for others.

Behavioral Does not employ a Usually uses non- Serves on a crisis Serves as a trainer
Intervention systematic method violent crisis team for the for CPI. Serves as a
Strategies for crisis intervention building – is called resource to others
intervention (not strategies to upon by others to for creative,
trained in CPR*). manage student assist in crisis effective behavior
Utilizes a limited behavior (CPI). situations. management
range of behavior Usually Demonstrates a strategies.
management demonstrates a variety of creative,
strategies. variety of effective effective behavior
behavior management
management strategies.
techniques.

Classroom Behavior There is little or no A positive, strength- Students, parents, Others may

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 Management evidence of a based classroom and staff are able to replicate the
System classroom behavior behavior follow and describe classroom behavior
management management the classroom management
system and/or it is system is usually system on a system.
punitive in nature evident. consistent basis.

Individual Behavior Does not Usually Conducts and/or Provides

Systems demonstrate demonstrates leads the team in training/consultation
understanding understanding of developing a FBA and/or modeling for
and/or participate in and contributes to and/or BIP. others.
developing a FBA* developing a FBA
and/or BIP*. and/or BIP.

Social Skills There is no Social skills are part Social Skills are Provides
Instruction evidence of social of the IEP when pro-actively taught training/consultation
Skills instruction they have been through a variety of and/or modeling for
occurring on a identified as a need. strategies and others.
regular basis. Social skill applicable in a
instruction is variety of
usually integrated environments.
into the plan for the
student. May
implement
“reactively”.

Component 5f: Transition

Unsatisfactory Developing Proficient Distinguished
Transition Transition A multidisciplinary Effectively leads Contributes to the
Evaluation evaluations are not team evaluates the the evaluation review and
multidisciplinary five transition process. improvement of
and do not address areas. Summary Evaluations address Lakeville’s
all necessary reports include the student’s transition
components. information on the current skill levels evaluation process.
Summary reports student’s adult and the skills May facilitate the
do not reflect goal. needed to meet evaluation process
student’s desired adult goals. for others and/or
adult goal. Summary reports serve as a trainer
reflect a thorough for the district.
understanding of Involves outside
the student’s skills agencies in the
in each transition evaluation process.
area.

Transition Planning Transition is not Transition Plans Develops creative, Serves as a

Grade 9 or Age 14 appropriately contain information comprehensive resource and/or
(IDEA ’97) addressed for on all five areas. transition plans trainer for others.
students at or IEP/transition plans designed to assist Provides leadership
above grade 9 or contain the students in in the area of
age 14. Plans do not necessary achieving future transition. Engages
address the five components. goals. Student input with outside
areas of transition. Teacher has is solicited and agencies and
Plans do not contain minimal knowledge valued. Involves programs to share
the necessary of transition outside resources. Aligns
components. resources. Student agencies/support. school programs
Student is not part input is utilized in with the
of the planning developing the community.
process. plans. Continually seeks
training and
contributes to the
planning efforts of
the district.

Tenured Special Ed. Teacher TDE Year 3 Completed: 05/10/2021 Page 15 of 16

Evaluator Comments
This writer observed Katie Rousemiller facilitated an IEP meeting on 04/20/2021. Katie was able to follow
and touch on all required components of the IEP process, yet it was clear there was a warm and positive
relationship and rapport developed with the family and the student. This increased communication and
support as allowed this particular student to begin the process of dismissal from special education.

Attached Workflow DR Signature SV Signature

Current Status Approved

Workflow Steps
1 Signed by Rebecca Zuehlke on 05/10/2021 at 11:31 AM
Signature: Rebecca A Zuehlke
2 Signed by Katie Rousemiller on 05/10/2021 at 5:58 PM Special Education
Signature: Katie Rousemiller

Tenured Special Ed. Teacher TDE Year 3 Completed: 05/10/2021 Page 16 of 16