Competency 1: Individualized Educational Planning

1. 1a. Standards-Based IEPs 1b. Focus on LRE 1c. Using data 1d. Social Emotional Supports 1e. Transition Services Competency 1: Individualized Educational Planning • IEP mtgs • Mtgs with parents, teachers, staff on LRE • Attendance at/provide PD on LRE • Data collection • Mtgs with parents, teachers, staff on data • Attendance at/provide PD on data driven decisions • IEP mtgs • Mtgs with parents, teachers, staff • Attendance at/provide PD on CCSS • IEP mtgs • Mtgs with parents, teachers, staff • Attendance at/provide PD on CCSS • IEP mtgs • Mtgs with parents, teachers, staff on CCSS • Attendance at/provide PD on CCSS What Can Be Observed • IEPs focused on CCSS and w/accommodations • IEP components aligned • IEP amendments • Mtg notes (parents, teachers, staff) • Student-level data • IEPs focused on LRE • LRE worksheets • IEP components aligned • IEP amendments • Mtg notes (parents, teachers, staff) • Moving students to LRE • IEPs data driven • Student-level data • IEP components aligned • Mtg notes (parents, teachers, staff) • IEPs focused on PBIS • FBAs/BIPs • IEP components aligned • Mtg notes (parents, teachers, staff) • Student-level data • IEPs with transition plans • Outreach to CBOs • IEP components aligned • Mtg notes (parents, teachers, staff) • Student-level data What Can Be Seen in Artifacts • % of students moving towards less restrictive environments • PowerSchool tracking data • Inclusion and use of both CST and large-scale assessment data in IEP • # of IEPs aligned to CCSS • # of IEPs include student data What Can Be Seen in Quantitative Data

2. 2a. Advocacy and high expectations 2b. Community • 2c. Collaboration Competency 2: Advocacy and Collaboration • IEP mtgs • Mtgs with parents, teachers, staff on high expectations • Student advocacy • IEP mtgs • Mtgs with parents, teachers, staff • IEP meetings family-friendly • IEP mtgs with full teams • Mtgs with parents, teachers, staff • Planning meetings with SST, teachers, other staff • Co-teaching What Can Be Observed • Mtg notes • Planning documents • Mtg notes • Planning documents • Notes from family communications • Mtg notes • Planning documents • Notes from communications What Can Be Seen in Artifacts • All appropriate staff have access to IEP What Can Be Seen in Quantitative Data

3. 3a. Timeliness 3b. Communication 3c. Data Mangement Competency 3: Case Monitoring and Reporting • Meetings (parent, teacher, student, IEP, id/determination) • Biweekly meetings • Meetings (IEP, id/determination) • Principal biweekly meetings What Can Be Observed • Flowcharts • Encore data • IEP • Student file • Bweeklymtg forms • Notices of meetings • Summary of contacts, • Outlook scheduleof activities • Student files, • Notices of meetings • Summary of contacts • Meeting notes • Biweekly forms What Can Be Seen in Artifacts • % accuracy and compliance on flowcharts • % compliance on Encore data reports • CST tries at least 3 times to have parent to IEP mtg • % evaluation reports are sent to parents • % compliance on fflowcharts, Encore data reports, SSD database, EasyTrack What Can Be Seen in Quantitative Data

4. 4a. Understanding of Student Need 4b. Tailored Support 4c. Responsiveness Competency 4: Student Progress • IEP mtgs • Mtgs with parents, teachers, staff • Observations of students in class • IEP mtgs • Mtgs with parents, teachers, staff on student supports • Attendance at/provide PD on UDL • IEP mtgs • Mtgs with parents, teachers, staff on student supports • Student observations • Collabw/ teachers What Can Be Observed • Assessment reports • Summary of contacts • Mtg. notes • FBA/BIP • Documents supporting teachers’ instruction • Agenda notes, • Progress reports, • Sign-in sheets • Summary of contacts • Agenda notes, • Progress reports, • Sign-in sheets • Summary of contacts What Can Be Seen in Artifacts • Use of CST and lg scale assessments in planning (NJ ASK, HSPA, ACT, Anet, CST assessments, etc.) • Use of CST and lg scale assessments in planning (NJ ASK, HSPA, ACT, Anet, CST assessments, etc.) • Use of CST and lg scale assessments in planning (NJ ASK, HSPA, ACT, Anet, CST assessments, etc.) What Can Be Seen in Quantitative Data

5. 5a. Attendance and Promptness 5b. Contribution to the School Community 5c. Commitment to Continuous Improvement 5d. Belief and Urgency Competency 5: Commitment to Personal and Collective Excellence • Attendance and timeliness to work • Staff, student, parent , and community presentations • Attendance at professional development workshops and turnkey opportunities • Meetings with teachers, staff, parents, students • Conversations with CSTs What Can Be Observed • Kronos report • Proof of attendance in school and/or district projects/initiatives • Documentation of trainings • Proof of attendance and documentation of participation in professional development and turnkey opportunities • Meeting notes • Documentation of work with staff • LRE worksheet What Can Be Seen in Artifacts • % attendance •  % of parents, teachers and other staff meet to discuss students’ progress and services What Can Be Seen in Quantitative Data

6. Individualized Educational Planning Advocacy and Collaboration Case Monitoring and Reporting Student Progress Commitment to Personal and Collective Excellence CST Evaluation Framework What Can Be Observed What Can Be Seen in Artifacts What Can Be Seen in Quantitative Data

7. 1a. Standards-Based 1b. Focus on LRE 1c. Using data 1d. Social Emotional Supports 1e. Transition Services Competency 1:Individualized Educational Planning What Can Be Observed What Can Be Seen in Artifacts What Can Be Seen in Quantitative Data

8. 2a. Advocacy and High Expectations 2b. Community • 2c. Collaboration Competency 2:Advocacy and Collaboration What Can Be Observed What Can Be Seen in Artifacts What Can Be Seen in Quantitative Data

9. 3a. Timeliness 3b. Communication 3c. Data Mangement Competency 3:Case Monitoring and Reporting What Can Be Observed What Can Be Seen in Artifacts What Can Be Seen in Quantitative Data

10. 4a. Understanding of Student Need 4b. Tailored Support 4c. Responsiveness Competency 4:Student Progress What Can Be Observed What Can Be Seen in Artifacts What Can Be Seen in Quantitative Data

11. 5a. Attendance and Promptness 5b. Contribution to the School Community 5c. Commitment to Continuous Improvement 5d. Belief and Urgency Competency 5: Commitment to Personal and Collective Excellence What Can Be Observed What Can Be Seen in Artifacts What Can Be Seen in Quantitative Data