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Special Education Department
ESA Evaluation Support Rubric
Teaming/Collaboration
Below Standard Basic Proficient
Oral communication may be unclear or Oral communication is clear and Oral communication skills are
rambling concrete exceptional.
Impedes the team process Works effectively as a team member, Takes a leadership role in team
including integrating assessment building and in developing consensus
results and cooperation
May be critical or rigid, ineffective in Demonstrates effective problem Is proactive and highly valued as are
problem solving solving skills source to help solve problems
Minimal response to requests for Provides ongoing professional input Provides ongoing professional input
professional input and expertise for others in the school and expertise to the broader
community community
Works in isolation with little or no Makes suggestions that fit within the Demonstrates superior ability to
attempt made to collaborate with context of the child’s total educational empower others to effect positive
others Program results for students
Does not involve appropriate team Involves appropriate team members
members in Due Process planning in planning and attending Due Process
and meetings (Parent, District meetings (Parent, District
Representative, Regular Education Representative, Regular Education
Teacher) Teacher)
Informing and Engaging Families
Below Standard Basic Proficient
Oral communication may be unclear or Oral communication is clear and Oral communication skills are
rambling concrete exceptional.
Rarely engages or provides feedback to Responds sensitively and promptly to Is proactive with parental concerns
parents parent concerns and is a highly valued resource to
the families
Tends to “do for” families rather than Is able to actively involve families in Helps families internalize special
involving them Planning and implementing programs education strategies
for their children
Referral
Below Standard Basic Proficient
Demonstrated limited skill in Demonstrates skill in understanding Seeks additional information to help
interpreting student referral student referral concerns with respect team understand referral concerns
information to racial, ethnic, cultural and
socioeconomic factors
Minimal or no review of prior Reviews, interprets and integrates Reviews, interprets, and integrates
interventions, historical records, or relevant biographical data including relevant biographical data, seeking out
biographical data health history, educational and family additional information and resources
history, and intervention records helpful to the assessment process
Does not follow due process Meets due process requirements in Demonstrates significant expertise in
requirements for referral, screening, referral, screening, and assessment using a wide variety of formal and
and assessment procedures informal assessment tools
Due Process
Below Standard Basic Proficient
Due Process procedures are not Due Process procedures are followed Due Process procedures are followed
followed completely and in a timely manner completely and in a timely manner.
Content shows collaboration with
families and other professionals.
Is not knowledgeable of or does not Demonstrates knowledge of district, Has extensive knowledge in federal,
comply with district policies and state, and federal policies and adheres state, and district statutes/
procedures to due process guidelines regulations/policies and assists
other staff with interpretation
Occasionally or frequently disregards Conducts and meets all appropriate Takes leadership role in upholding and
professional, ethical, or legal standards professional, ethical, and legal disseminating professional,
practices ethical, and legal standards
Reports are poorly edited and/or Reports are clear, organized, accurate Reports are individualized and
disorganized and individualized integrated with other team member
information
Reports are not completed on time, or Reports are completed in a timely Reports are completed ahead of
are rushed in at the last minute manner deadlines in special circumstances
Reports tend to be uniform, do not Reports reflect sensitivity to diverse Reports utilize additional resources to
reflect individual differences student populations interpret data based on diversity
Goals and objectives are not team Writes team oriented, functional, Leads team in writing functional,
oriented, measurable to functional educationally relevant goals and educationally relevant goals and
measurable objectives measurable objectives
No regular review of student progress Provides regular review of student Provides useful feedback/review
progress beyond district requirements
Does not maintain documents in Maintains documents in accordance Maintains highly efficient/organized
accordance with district policy with district policy documentation
Does not identify or obtain appropriate Identifies necessary and safe Writes grants or assists in fundraising
modifications, assistive technology, or classroom/building modifications for appropriate equipment
equipment
Supervision (if applicable)
Below Standard Basic Proficient
Does not provide appropriate Adheres to state and district Maintains strong, effective
supervision of assistants. requirements for supervision of therapist/assistant partnership
assistants
Delegates tasks beyond the assistant’s Determines service competency of Utilizes assistants in a highly effective
scope of practice assistants and delegates intervention manner
appropriately
Does not effectively train and Provides effective training and Takes leadership in developing the
supervise clinical students supervision of clinical students student special education
program
OVERALL PERFORMANCE:
Below Standard Basic Proficient
Comments:
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Signed: __________________________________ Date: ____________
Special Education Administrator
This performance appraisal has been discussed with me and I have received a copy of it:
Signed: __________________________________ Date: _______
ESA Professional
