SLP 602 Clinical Practicum V: Student Teaching

1 SLP 602 Clinical Practicum V: Student Teaching Instructors: Taryn Rodgers MA, CCC/SLP Phone: 203-365-4504 E-mail: [email protected] Office: ...
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SLP 602 Clinical Practicum V: Student Teaching Instructors: Taryn Rodgers MA, CCC/SLP Phone: 203-365-4504 E-mail: [email protected] Office: E-02-10 Cambridge, CHP Office hours: To Be Determined Ellen Massucci MA, CCC/SLP Phone: 203-365-4505 E-mail: [email protected] Office: E-02-10 Cambridge, CHP Office Hours: M, T, TH 1:30-3:30 (unless otherwise announced) or by appointment

Place of Course in Program: The purpose of this course is to provide students with student teaching experiences in educational placements, for children with communication disorders. Students are expected to apply coursework to their clinical practice; to master skills involved in clinical assessment and intervention; and to use independence in planning and implementing programs for school-aged children. Expectations, level of supervision, and other course requirements will be commensurate with the student’s level of experience. Co-requisite: SLP 601: Practicum Seminar V.

Course Description: Students will be placed in educational sites three to four days a week for the duration of the semester, with an assigned site supervisor. The ultimate goal is to provide each student with a student teaching experience that allows the student to assume all clinical responsibilities, in an educational setting, under the supervision of a certified speech-language pathologist. Student clinicians are expected to be independent and take the lead in problem solving, showing initiative, and performing all duties competently.

Course Objectives:

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Learning Outcomes

Meets ASHA CFCC Standard

Assignments

Assessment

Demonstrate knowledge and application of Connecticut Common Core of Teaching (CCT) Domain 1

V-A: Oral Communication

Student Teaching

Weekly feedback forms; midterm and final evaluations

Demonstrate knowledge and application of Connecticut Common Core of Teaching (CCT) Domain 2

V-A: Oral Communication

Student Teaching

Weekly feedback forms; midterm and final evaluations

Demonstrate knowledge and application of Connecticut Common Core of Teaching (CCT) Domain 3

V-A: Oral Communication

Student Teaching

Weekly feedback forms; midterm and final evaluations

Demonstrate knowledge and application of Connecticut Common Core of Teaching (CCT) Domain 4

V-A: Oral Communication

Student Teaching

Weekly feedback forms; midterm and final evaluations

Demonstrate knowledge and application of Connecticut Common Core of Teaching (CCT) Domain 5

V-A: Oral Communication

Student Teaching

Weekly feedback forms; midterm and final evaluations

Demonstrate knowledge and application of Connecticut Common Core of Teaching (CCT) Domain 6

V-A: Oral Communication

Student Teaching

Weekly feedback forms; midterm and final evaluations

Upon completion of this course, students will be able to:

V-B: Evaluation, Treatment

V-B: Evaluation, Treatment

V-B: Evaluation, Treatment

V-B: Evaluation, Treatment

V-B: Evaluation, Treatment

V-B: Interactions and Personal Qualities

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Knowledge and Application of CT Core Standards K-12 Speaking and Listening

IV-C Knowledge of disorders; IVD Knowledge of clinical methods; IV-F Evidencebased practice; V-A Oral Communication; V-B Evaluation, Treatment

Student Teaching

Weekly feedback forms; midterm and final evaluations

Knowledge and Application of CT Core Standards k-12 Reading and Writing

IV-C Knowledge of disorders; IVD Knowledge of clinical methods; IV-F Evidencebased practice; V-A Oral Communication; V-B Evaluation, Treatment

Student Teaching

Weekly feedback forms; midterm and final evaluations

Knowledge and Application of CT Core Standards 7-12 Texts Types; Conventions of English

IV-C Knowledge of disorders; IVD Knowledge of clinical methods; IV-F Evidencebased practice; V-A Oral Communication; V-B Evaluation, Treatment

Student Teaching

Weekly feedback forms; midterm and final evaluations

Student Teaching: All student clinicians will be assigned an educational on-site supervisor. SHU will provide a contact clinical supervisor, who will oversee the student teaching placement, act as a resource for student and on-site supervisor, as well as make no less than two on-site visits.

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Student clinicians will assume all clinical responsibilities, in the educational setting, when deemed appropriate by the on-site supervisor, for a minimum of 100 hours. Student clinicians will complete all on-site paperwork assigned by the supervisor, as well as weekly reflection forms assigned by SHU. Completed reflection forms are to be posted to Blackboard, once they have been approved by the on-site supervisor. Student clinician will be responsible for maintaining accurate record for clinical hours, according to CALIPSO format.

Student Teaching Clinical Portfolio: All students are expected to maintain copies of assessments, evaluation forms, progress notes, treatment plans, reflective papers, clinical supervision forms, progress monitoring information and other relevant information for the student teaching clinical experience, to be used as part of the Capstone project during spring semester of the second year of the program.

Grading: Assignment

Percentage of Final Grade

Clinical Orientation/Practicum Participation

15%

Documentation Completion and Posting

15%

Final Evaluation Score (See Appendix A)

60%

Final Meeting and Wrap Up Participation

10%

*The score for each assignment will be weighted according to the above table. Your overall percentage grade will determine your letter grade as described in the table below. SHU Grade Criteria: Letter Grade

Grade Range

Skill Rating

Grade Points

A

93-100

4.0-5.0

4.0

A-

90-92

3.66-3.99

3.67

B+

87-89

3.35-3.65

3.33

B

83-86

3.04-3.34

3.00

5

B-

80-82

2.73-3.03

2.67

C+

77-79

2.42-2.72

2.33

C

73-76

2.11-2.41

2.00

F

0-72

1.0-2.10

0

Course Policies  Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University.(University Student Handbook)  Attendance and Class Participation: Students are expected to attend each classattendance will be taken. Each student is expected to read assigned material prior to class and participate in class discussions. Students may be called on to answer questions and provide opinions during discussions. Students who miss class are responsible for content. Any student who misses a class has the responsibility for obtaining copies of notes, handouts, assignments, etc. If additional assistance is still necessary, an appointment should be scheduled with the instructor. Class time is not to be used to go over material with students who have missed class.  Submission of work taken directly from another source (e.g. lesson plan copied from a book, the internet, or material developed by another student) will be considered plagiarism and grounds for no credit on the assignment. Students are encouraged, however, to use a variety of resources in obtaining ideas and illustrations that will help them complete assignments independently. See the APA Guide for the correct method to cite other authors' work.  University policy dictates that students must seek the instructor's permission to record class lectures.  All cell phones/pages must be turned off during class time.  Students are required to show conduct consistent with professional standards as discussed in class when conducting on-site observations.  Work done outside of class must be reasonably correct in mechanics (e.g. spelling, grammar, punctuation, etc.). Points will be deducted for inadequate work.  All typed assignments completed outside of class must be double-spaced, using Times, Times New Roman, or Arial font. All font sizes for typed assignments must be size 11-12. Any font size less than 11 or larger than 12 will be returned for re-typing to required font size.  APA style is required for written papers, including table, figure, and graph formats, references and citations, and appropriate professional language use.  In ALL work, use person-first language to be consistent with IDEA. Emphasize the person more than the disability (i.e., a child with Down syndrome, NOT a Down syndrome child).  Student work will be returned as promptly as possible.

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 

All assigned work is due at the beginning of class on the due date designated in the course syllabus. Work submitted late will receive an automatic 5-point reduction from the earned grade. Students are encouraged to submit all assignments on time. Competency: In this course, your knowledge will be assessed on the appropriate portions of the exams, or other assignments. The American Speech-Language Hearing Association has set a competency of 80% or better on these assessments to meet certification standards. Students failing to attain the set criteria on a required competency assessment will be provided a remediation plan and an additional attempt to pass the competency. If students do not pass the competency a second time, one additional remediation will be provided. For students failing to attain the set criteria on a required competency assessment after the third attempt, the department and university are not able to recommend their application for ASHA certification and state licensure, even though they may receive an acceptable course/clinic grade or exceed the minimum GPA.

ADA Policy Students with disabilities needing academic accommodation should register with and provide documentation to Jandersevits Learning Center; no accommodations can be provided without written instructions from the Learning Center

1 Appendix A Evaluation of Student in Clinical Practicum

The ASHA PACE Matrix

Performance Objective 1. Demonstrate knowledge and skills in speechlanguage pathology and related subject areas (e.g., literacy) and implement services in an ethical manner

Portfolio Evidence  Provision of evidence-based justification for clinical instruments and activities

Observational Evidence (i.e., look fors) Does the student SLP  work across all ability levels and provide services for a range of disorders, as appropriate for the setting?  complete and provide in-services (i.e., complete professional development)?  demonstrate competence in oral and written communication?  follow risk management procedures?  organize work space materials and equipment?

Evaluation Ratings

Comments

2 2. Provide culturally and educationally appropriate services that are effective, engage students, and reflect evidence-based practices

   

Self-assessment Teacher survey Parent survey Student survey, where appropriate Input from the SLP

Does the student SLP  engage students in the session’s activities?  provide accurate and appropriate feedback to students individually?  implement activities that promote progress on each student’s specific IEP goals?  have good behavior management skills?  use the allocated time efficiently and effectively?  foster a positive interaction with students?  provide each student with an opportunity for a significant number of responses?  include curricular objectives or materials in the session?  develop and execute appropriate therapy plans?  demonstrate knowledge and skills necessary for providing or facilitating treatment for

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Performance Objective

3. Partner with the team to determine eligibility and recommend services that are compliant with state and federal regulations for children with IEPs

Portfolio Evidence

 IEP goals, supports, and services that are appropriate/relevant to the needs of the student and tied to the common core or state standards, as evidenced by review of the IEP of an agreedupon sample of case files  Self-assessment  Teacher survey  Parent survey  Student survey, where appropriate  Review of case files to demonstrate - all evaluation and IEP documents were completed within the timelines using procedures compliant with federal, state, and local requirements - appropriate forms were used - information was shared with

Observational Evidence (i.e., look fors) children from culturally and linguistically different backgrounds?  advocate for appropriate services for the students?  document the nature of services and evidence of progress? Does the student SLP  prepare adequately for meetings?  explain IEP content clearly, using language that parents and other team members understand?  explain how speech and language goals relate to student success with the curriculum?  develop understandable and measurable goals?  respond appropriately to questions and comments of other team members?  deal appropriately with conflicts that may occur during the meeting?  provide evidence that parent(s) and other team members were involved in creating IEP content?  explain how IEP goals are related to the present educational levels?  accurately bill Medicaid and complete other compliance requirements?  complete documentation within a specific timeline using appropriate forms  contribute appropriate information to transition plans?  solicit feedback from parents, teachers, and students about documentation and compliance via checklists and surveys?  maintain confidentiality and adhere to IDEA, Section 504, FERPA, and HIPAA regulations

Evaluation Ratings

Comments

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Performance Objective

4. Demonstrate ability to conduct appropriate comprehensive evaluations for students who may be experiencing a variety of communication disorders

5. Provide appropriate and dynamic service delivery methods consistent with the wide variety of individual student needs

Portfolio Evidence

Observational Evidence (i.e., look fors)

all team members - parents and teachers had an opportunity to contribute to the documents as appropriate Input from the SLP  Case files include comprehensive evaluations that incorporate  a variety of appropriate standardized tests  input from families and other school personnel  observation notes  a variety of informal assessment strategies  evidence of the student’s performance in the classroom  interpretation of the test results designed to make appropriate recommendations Input from the SLP

related to documentation and compliance?  offer evidence that contributes to the eligibility determination?

 Copy of schedule showing variation in frequency and location of speech-language support services based on student’s individual needs  Evidence IEPs include a variety of service delivery frequency and location  Self-assessment Input from SLP

Does the student SLP  gather case history information?  use appropriate formal and informal assessment tools?  report assessment findings in a timely manner?  develop appropriate evaluation reports?  observe informal and formal testing using a variety of assessment strategies?  appropriately analyze and interpret test results to make appropriate recommendations?  create schedules that reflect assessments to be conducted at designated times (i.e., scheduling blocks)?  demonstrate knowledge and skills necessary for providing or facilitating assessment of children from culturally and linguistically different backgrounds? Does the student SLP:  develop activities that promote progress on students’ specific IEP goals?  design a schedule that allows completion of all work activities in an efficient and effective manner?  change the activities, feedback, or direction of the session when a student is not understanding or able to demonstrate success with the session goal?

Evaluation Ratings

Comments

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Performance Objective

Portfolio Evidence

Observational Evidence (i.e., look fors)  record data on the student’s performance during the session?

6. Demonstrate collaboration with classroom teachers and other professionals for students in both general and special education

7. Collaborate with families and provides opportunities for families to be involved in the student’s SLP services

 Therapy schedule showing classroom-based services  Samples of RTI activities done with classroom teachers  Logs showing consultation/collaboration sessions with classroom teachers  Checklist evaluations completed by classroom teachers  Evidence that IEP goals and progress on the goals have been shared with classroom teachers Input from the SLP  Parent checklist of SLP services that shows satisfaction rate  Materials sent to families about ways to practice therapy goals in the home setting  Ongoing parent communication logs  Evidence parents were asked for suggestions for IEP goals Input from the SLP

Does the student SLP  respect teachers and other professionals?  demonstrate active listening?  present with a professional demeanor?  respond professionally to feedback?  demonstrate collaborative instruction or coteaching?  demonstrate collaboration at IEP team meetings and other meetings?

Does the student SLP  respect students and families?  demonstrate active listening?  present with a professional demeanor?  respond professionally to feedback?  demonstrate collaboration with families in IEP team meetings and other meetings?  show evidence of communication with families (e.g., parent communication log)?

Evaluation Ratings

Comments

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Performance Objective

8. Participate in various building or district initiatives

Portfolio Evidence  Record of participation in building or district committees  Examples of RTI activities  Samples of presentations made to staff and/or parents  Self-assessment checklist  Administrator input  Teacher input  Copies of resources and materials provided to staff Input from the SLP

Observational Evidence (i.e., look fors)

Does the student SLP participate in  school assessment planning?  RTI initiatives?  curriculum teams?  positive behavioral support initiatives?

Evaluation Ratings

Comments

Ratings Criteria: Portfolio Review: NI: Needs improvement. Student’s performance is below the level that would be expected at the end of the student teaching experience. Documentation is sparse or incomplete, poorly executed and organized, contains materials inadequate or inappropriate for caseload; supervisory feedback has not been incorporated into selected portfolio materials; knowledge gaps appear and student does not independently seek to acquire the requisite information; maximal to moderate support was needed to complete portfolio assignments. B: Basic. Student’s performance is an acceptable level for the end of the student teaching experience, and shows emerging sophistication, individualization to client, or creativity. Documentation is adequately diverse, adequately executed and organized, contains materials that is generally appropriate for caseload, though there may be a few gaps; supervisory feedback has been incorporated into selected portfolio materials; knowledge gaps that appeared early in the student teaching experience were addressed, after moderate support provided by supervisor; minimal support was needed to complete portfolio assignments. P: Proficient. Student’s performance demonstrates readiness to move forward to beginning an independent professional role; shows ability to individualize activities, creative use of materials, thoughtful management of motivation and behavior. Documentation is wide-ranging and insightful, well- executed and organized, contains materials that is consistently appropriate for caseload; supervisory feedback has been incorporated and is reflected in portfolio materials; knowledge gaps that appeared early in the student teaching experience were addressed independently, after minimal guidance from the supervisor; portfolio was created and assembled with high level of independence and demonstrates progress. Observation: NI: Needs improvement. Student’s performance is below the level that would be expected at the end of the student teaching experience. Student fails to achieve a positive rating on the majority of items listed in the observation column on the matrix. B: Basic. Student’s performance is an acceptable level for the end of the student teaching experience, and shows emerging sophistication, individualization to client, or creativity. Student achieves a positive rating on most (70-80%) of the items listed in the observation column on the matrix

7 P: Proficient. Student’s performance demonstrates readiness to move forward to beginning an independent professional role; shows ability to individualize activities, creative use of materials, thoughtful management of motivation and behavior. Student achieves a positive rating on almost all (>80%) of the items listed in the observation column on the matrix.

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SLP Performance Evaluation Drawn from TEAM Assessment

CCT Doman Four: Assessment for Learning SLP uses multiple measures to analyze student performance and to inform subsequent planning and instruction by: CCT Indicators Needs Improvement 1. Using and/or designing a variety of formative and summative assessments and criteria that directly align with the learning objectives and value the diversity of ways in which students learn.

 Relies primarily on summative (final) assessments to report performance.  Assessments do not provide students varied opportunities to demonstrate their learning in different ways.

Continuum of Effective Teaching Basic Proficient  Uses ongoing and summative assessments to measure how students perform relative to daily learning or unit objectives that result in instruction that is either repeated or continued with minimal adjustment.  Assessments are occasionally varied to provide different ways for students to demonstrate their learning.

 Uses formative and summative assessment data from pre- and postassessments to inform subsequent planning and instruction to help students attain therapy goals or curriculum standards.  Assessments provide different ways for students to demonstrate their learning.

Outstanding 

Uses formative and summative assessments for pre- and post-assessment data to continuously inform, adjust and differentiate instruction for individual student needs and provide students an opportunity to learn from their performance.



Assessments are designed to provide students with alternative ways to demonstrate their learning.



Assessments continually measure knowledge, skills and critical concepts in the content area.



Compiles data on student growth, based on multiple measures which includes specific information and analysis about successes or struggles with communicative aspects of curriculum, literacy, or organizational, behavioral, social/emotional skills, with evidence and examples of performance.



Analyzes data to inform design of specific intervention strategies, enrichment, or behavioral strategies to support growth of assigned students.

Conversation Notes : 2. Using a comprehensive set of data that provides depth and breadth of understanding of student achievement at a particular point in time and over time.

 Assessments primarily measure performance in therapy setting only.  Provides data on student growth, which is limited to summative assessment and task completion, without analysis about how to help improve student learning or behavior.

 Assessments measure knowledge and skills in varied settings.  Provides data on student growth, which includes general information and inferences about student attainment of therapy goals or struggles with course curriculum standards.

 Assessments measure knowledge, skills generalization of learning to classroom and curricular contexts.  Compiles data on student growth, based on multiple measures, which includes specific information and analysis about successes or struggles with therapy goals, curriculum, literacy, organizational or behavioral skills.  Identifies needs for additional focus, support or enrichment within the curriculum or classroom interaction setting.

9 Conversation Notes :

CCT Indicators Needs Improvement 3. Collaborating with cooperating SLP and colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress.

Continuum of Effective Teaching Basic Proficient

Outstanding

 Meets with cooperating SLP to review assessment data but does not use information to inform instruction.

 Meets with cooperating SLP to review and interpret assessment data and uses data to plan instruction.

 Collaborates with cooperating SLP to review and interpret assessment data in order to plan and adjust instruction and assessments to meet the needs of individuals and/or small groups.

 Pro-actively communicates student assessment data with cooperating SLP and/or colleagues and collaborates to improve grade level or departmental instructional or assessment strategies to meet schoolwide as well as individual students’ needs.

 Data from a range of sources, including academic, behavioral, and health data are not considered on a regular basis or over time to develop intervention strategies for students who exhibit academic or behavioral needs.

 Uses data from limited sources to develop intervention strategies.

 Uses multiple sources of data to collaborate with grade level or content colleagues in the development of interventions to monitor progress.

 Uses multiple sources of data to monitor students’ progress and to design or refine interventions, including differentiated instruction.

Conversation Notes: 6a. Using academic, behavioral and health data to select and/or design interventions, and assist in the development of individualized educational programs for students with disabilities.

 Participation in the development of individualized educational programs requires extensive guidance and support from cooperating SLP.

 Needs frequent support from cooperating SLP in order to assist team and contribute assessment data in the development of individualized educational programs.

 Only minimal support from cooperating SLP is needed to assist team and contribute assessment data, academic and/or behavioral, in the development of individualized educational programs.

 Is able to independently assist team and contributes assessment data, academic and/or behavioral, in the development of individualized educational programs.

10 6b. Progress monitoring is used to identify children in need of supportive instruction.



Progress monitoring is completed only with maximal from cooperating SLP. Communicating results of assessments and progress monitoring is communicated only with maximal support from cooperating SLP.



6c. Data from progress monitoring are collated and used to develop session/lesson plans or determination of tiered interventions



Candidate requires consistent and significant support from cooperating SLP in order to use data from progress to develop and modify session/lesson plans or determination of tiered interventions.



Progress monitoring is completed with frequent support from cooperating SLP. Results of assessments and progress monitoring is communicated to team with significant support and reminders from cooperating SLP.





Data from progress monitoring are used inconsistently and with moderate guidance the cooperating SLP to develop and modify session/lesson plans or determination of tiered interventions.



Progress monitoring is completed with minimal support from cooperating SLP. Results of assessments and progress monitoring is communicated to team with some support and reminders from cooperating SLP.





Data from progress monitoring are used with minimal support from the cooperating SLP to develop and modify session/lesson plans or determination of tiered interventions.



Progress monitoring in assigned areas is completed consistently and independently in a timely fashion and communicated to team.



Data from progress monitoring are consistently and independently used to develop and modify session/lesson plans or determination of tiered interventions

11 6d. Assessment and progress monitoring document the fact that clients demonstrate progress on identified goals over the course of the student teaching experience.





Candidate requires minimal support from the cooperating SLP in order to document clients’ progress on identified goals over the course of the student teaching experience. Candidate requires minimal support and reminders to keep records that show client progress in identified goals both within the therapy setting and in the curriculum.





Candidate requires moderate support from the cooperating SLP in order to document clients’ progress on identified goals over the course of the student teaching experience. Candidate requires moderate support does not consistently keep records that show client progress in identified goals both within the therapy setting and in the curriculum.





Candidate requires minimal support from the cooperating SLP in order to document clients’ progress on identified goals over the course of the student teaching experience. Candidate requires minimal support and reminders to keep records that show client progress in identified goals both within the therapy setting and in the curriculum.





Data from assessment and progress monitoring consistently and accurately document the fact that clients demonstrate progress on identified goals over the course of the student teaching experience. Candidate independently demonstrates accountability by keeping records that show client progress in identified goals both within the therapy setting and in the curriculum.

Conversation Notes:

To PASS the student teaching experience, candidates must attain ratings of at least ‘Proficient’ on 80% (5/7) of the categories of this assessment Assessment purposes include but are not limited to screening, instructional planning, monitoring student progress, diagnostics, and program/curriculum evaluation. Assessment types may be created by the teacher or externally produced and include, but are not limited to, observation, functional behavior assessment, performance-based assessment of application of learning, or criterion referenced.

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Appendix 2.5: Speech‐Language Pathologist Self‐Reflection Tool Rate your skill level on each item listed below. Using the following rating scale: 1‐ I need more information and training to further develop this skill. 2‐ This skill is developed appropriately/I have developed this skill appropriately. 3‐ This skill is a strength area for me.

NA‐ Not applicable P Performance Objective Demonstrate knowledge and skills in speech‐language pathology and related subject areas

Skill Demonstrates knowledge of assessment and treatment in  speech sound production  semantics  syntax  morphology  pragmatics/social language  voice  fluency  literacy  feeding and swallowing  hearing loss and deafness  other medical or educational topics related to communication

1

2

3

NA

Comments

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Performance Objective Provide culturally and educationally appropriate services that are effective, engage students, and reflect evidence‐based practice

Performance Objective Partner with the team to determine eligibility and recommend services that are compliant with state and federal regulations for children with IEPs

Skill

1

2

3

NA

Comments

Applies principles of evidence‐based practice Demonstrates cultural competence with colleagues, students, and families Applies effective strategies to motivate and engage students in the learning process Relates therapy to academic standards Demonstrates a clear understanding of how to embed curricular goals, Common Core State Standards (CCSS), and materials into therapy sessions Uses emerging evidence‐based practice in treatment Collects and analyzes and applies data effectively Advocates for appropriate materials, supports, and schedules necessary to provide Free Appropriate Public Education (FAPE) Advocates for appropriate services for students Skill

1

2

3

NA

Comments

Understands and operates within the timelines mandated for assessment and IEP development Prepares well for and appropriately participates in IEP meetings Demonstrates an ability to deal with differing opinions within team meetings Contributes expertise and data to educational team to make appropriate placement and program decisions Uses a range of strategies to engage team members in assessment and IEP process

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