ABCDEF
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SCHOOL NAME
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Score0.00%
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Enter: 1, 2, 3Criteria WeightRubric CriteriaEmerging EffortsDeveloping Team ProcessAccomplished Implementation
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Score0.00%123
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0.00%1) Site administrator involvement-Little involvement in the process by site administrator(s)-Some involvement by site administrator(s)-Active involvement in the process by site administrator(s)
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0.00%2) Team coordination-Team does not yet include all significant parties -Meetings are not regularly held-Efforts made to include all significant team members -Meetings are held, as needed-Team consistently includes all significant parties – facilitator, recorder, time keeper, teacher(s), invited specialists, parent, student, etc. -Meetings are held on a regularly scheduled basis
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0.00%3) Utilizing SST as a problem-solving & coordinating mechanism-SST not incorporated into the school site plan but the school is beginning to view the SST process as a problem solving and coordinating mechanism -Site community resources are not well-integrated -Team members begin to consider possible SST-related professional development activities-Efforts begun to incorporate the SST process into the site plan, with an emphasis on the following: [providing peer support] [coordinating resources in a comprehensive, integrated manner] [serving as a mechanism for outreach to families and communities] [analyzing individual student data to inform instruction and determine professional development needs] -Efforts being made to involve SST members and staff in SST-related professional development activities-SST incorporated into the school site plan - SST is a well-recognized structure in the school that is utilized to: [provide peer support]
[coordinate resources in a comprehensive manner including a case management approach and integrating the resources of the school, home and community] [serve as a mechanism for outreach to families and communities]
[analyze individual student data to inform instruction and determine professional development needs]
-Team members and staff participate in SST-related professional development
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0.00%4) Problem identification-Academic and behavior concerns are written in general terms such as poor reading, disrespectful, etc. -Student performance data is observational only-Academic and behavior concerns are prioritized -Concerns are identified and described -Student performance data is observational and quantitative-Academic and behavior concerns are prioritized by severity -The concern of highest priority is clearly identified and described in measurable and observable terms -Student performance data is, quantitative and measurable
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0.00%5) Goal writing-An academic / behavior goal is not present, OR, if present, is not measurable and /or observable-An academic / behavior goal is present, AND is observable, measurable and specifies what the student will doAn academic / behavior goal is present AND is observable, measurable, specifies what the student will do, by when the criteria will be reached, under what conditions, at what level of proficiency, and how / by whom mastery will be measured
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0.00%6) A broad range of interventions are utilized-Beginning to explore the idea of the instructional environment as an arena for intervention, in addition to the home, school and community-Efforts are made to consider interventions in the arenas of home, community, classroom and school, including strategies, modification and adaptations in the classroom-The classroom and school environment, in addition to the home and the resources of the community, are consistently utilized in developing an action plan -Strategies, modifications and adaptations in the classroom are always considered --Specific objectives and methods of measuring progress are defined in the action plan
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0.00%7) Progress monitoring-Data is collected but not charted / graphed / evaluated-Data is collected / charted / graphed / evaluated irregularly and infrequently (< weekly)-Data is collected / charted / graphed / evaluated regularly for intervention effectiveness
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0.00%8) Caregiver involvement-Efforts begun to explore how to involve caregivers as equal partners-Outreach and engagement of caregivers as equal partners is seen as important-Included in the site plan are creative and coordinated efforts to involve caregivers as equal partners
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0.00%9) Timeliness regarding implementation of intervention-Interventions are determined but not monitored Intervention monitoring undefined-Interventions are determined and monitored evaluated irregularly and infrequently (< weekly) -Intervention monitoring defined though not consistently within 4-8 week period-Interventions are determined, monitored and evaluated regularly with clear start and end dates for intervention effectiveness -Intervention monitoring typically is 4-8 weeks
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Print Portait- Narrow Margins
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