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iRubric: Student Services Programming Review - Staff Survey rubric

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Student Services Programming Review - Staff Survey Conducting a Survey and Graphing Results Rubric Code: S23822C By charityshea Ready to use Public Rubric Subject: Education Type: Survey Grade Levels: K-5, 6-8, 9-12

STAFF QUALIFICATIONS AND EXPERTISE
	Highest Standard Examples from a program demonstrating the highest standard 3 pts	Acceptable Standard Examples from a program demonstrating an acceptable standard 4 pts	Unacceptable Standard Examples from a program demonstrating an unacceptable standard 2 pts
#1High-quality professional learning Highly qualified staff	Highest Standard • Most staff hold full credentials/ licensure and advanced degrees in the content area, with a small percentage holding temporary credentials. • Staff schoolwide demonstrate a commitment to increasing knowledge of research, evidence-based and promising practices, and models of collaboration.	Acceptable Standard • Staff hold full credentials/licensure and advanced degrees in the content area. • Staff are experts in working with children and adolescents with and without disabilities. • Staff collaborate with specialized instructional support personnel as needed.	Unacceptable Standard • A high percentage of staff have not met licensure requirements and/or do not have content expertise. • Instructional and educational practices are not evidence-based. • Instructional staff rarely or never collaborate among themselves. • Special education teacher serves as a classroom aide. • Related services personnel are disconnected from the academic environment.
#2 Expert knowledge of policies and regulations	Highest Standard • Administration and special education staff demonstrate knowledge of regulations, policies, special education process, and individualized education programs (IEPs), and meet essential timelines.	Acceptable Standard • Special and general education staff and administration demonstrate a high level of knowledge about implementing effective programs for students with disabilities. • Program reflects an understanding of how state and local policies and regulations support quality programs for students with disabilities.	Unacceptable Standard • Staff rely heavily on special education administrators and special education teachers to meet compliance requirements. • Focus is on policies and procedures rather than connections to student learning.
#3 Staffwide expertise in social-emotional and behavioral needs	Highest Standard • Administration and school staff are aware of the connections between mental health, physical health, and school success, and they work to address the needs of students. • Supports include academic, social-emotional, and behavioral health.	Acceptable Standard • Staff and administration receive specialized training in how to respond to mental health issues, including how to respond in non-academic settings and/or during out-of-school time. • Specialized instructional support personnel are present to facilitate the delivery of instruction and support.	Unacceptable Standard • Supporting student mental health is the responsibility of the staff according to their respective role (e.g., school psychologist, school counselor, school nurse, social worker). • Strategies are not aligned to support physical health and mental health.
#4 High-quality professional learning	Highest Standard • PL activities are embedded and meet the needs of staff in their roles. • PL is available for staff and related service providers on effective ways to work with families.	Acceptable Standard • Administration prioritizes professional learning (PL) through effective scheduling. • PL activities meet the needs of staff in their roles. • PL activities are embedded and include classroom observations, peer observations, and self-check inventories. • Training is provided on working in partnership with families. • PL is aligned with evidence-based and promising practices, and with state mandates.	Unacceptable Standard • PL focuses primarily on recertification and credential renewal and does not include embedded activities. • Focus of PL is on roles and responsibilities connected to the position (e.g., special education teacher, general education teacher, and school psychologist).
EDUCATION OPPORTUNITIES AND LEARNING ENVIRONMENT
#5 Student access to the general curriculum	Highest Standard • IEPs include goals to increase the amount of time students spend in general education settings. • Some students with disabilities are involved in co-curricular activities.	Acceptable Standard • All students have access to a rigorous curriculum, with a full continuum of services, in the general, education setting. • All students have access to co-curricular activities, with support as needed.	Unacceptable Standard • Students with disabilities are mostly served in pullout settings, that is, outside the general education setting. • Students have little or no access to co-curricular activities. • Programs are not meaningfully individualized; students are expected to fit into available programs rather than provide access to programs designed to meet their individual needs. • Basic compliance is the standard.
#6 Positive learning environment	Highest Standard • Administrative guidelines and policies related to behavior are implemented with fidelity. • Responsibility for positive learning environments is shared with families.	Acceptable Standard • Evidence-based practices are implemented. • Positive behavioral supports are in place. • Schools implement Positive Behavioral Interventions and Supports (PBIS) with a high level of fidelity. • School leadership and all school staff are invested in the success of all students. • Families are partners in schoolwide programs.	Unacceptable Standard • Different behavioral expectations exist for students with IEPs compared to those for the majority of the student body. • Relationships with families are minimal and are not collaborative.
#7 Student engagement	Highest Standard • Students with disabilities are generally engaged in schoolwide activities. • All students are held to minimum attendance expectations. • Dropout prevention strategies are implemented by staff in a variety of roles. • Staff advocate for student inclusion and engagement opportunities.	Acceptable Standard • All students are included in all school activities. • All students are held to high expectations for regular attendance. • All students, with or without disabilities have embedded opportunities to interact in academic and non-academic settings. • PL and training about student engagement are available for staff, families, and community, aimed at reducing the likelihood of students dropping out of school.	Unacceptable Standard • Exclusionary practices exist for co-curricular activities. • A high rate of absenteeism appears to be acceptable for students with disabilities. • No strategies are in place to increase the engagement of students with disabilities and to reduce their likelihood of dropping out of school.
#8 Family support and engagement	Highest Standard • Parents receive required notifications and invitations, and they attend meetings. • Staff are skilled in communicating effectively with families about their child’s disability. • Parents of students with disabilities are involved with the school community activities. • Families of students with disabilities are involved with the parent-teacher organization.	Acceptable Standard • Staff communicate and work effectively with parents. • Staff support families through the child’s transition between grade levels. • Families are included in the development of school materials, with attention paid to language and culture. • High percentage of families of students with disabilities are active in the parent-teacher organization. • Parent input and needs are collected through a variety of data collection tools.	Unacceptable Standard • School staff do not recognize families as essential partners in education programs for children. • No collaboration exists between school staff and families on school programs and activities. • There is little or no transparency in school decision-making. • Families are not supported when they have questions about policies, rules, expectations, or administrative decisions. • Few families of students with disabilities are involved with the parent-teacher organization.
EFFECTIVE EDUCATION PRACTICES
#9 Data-driven decision-making	Highest Standard • Student data are used to support the development of and changes to student IEPs. • Benchmark data and continuous progress monitoring provide timely information for decision-making. • Families and students understand the basis of decisions.	Acceptable Standard • Evidence of data-based decision-making is apparent to all stakeholders. • Programs and practices reflect data-driven decisions. • Data comes from multiple sources, including comparative data generated through the use of universal screening tools. • IEP meeting notes reflect data-driven decisions.	Unacceptable Standard • Students’ information is gathered by using tools and data that are outdated and misaligned with intended practices. • The lack of transparency about the basis of decisions leaves families and students without sufficient information.
#10 Effective secondary transition	Highest Standard • All students with disabilities have a plan for postsecondary experiences, including further education or training, employment, and/or independent living. • Students have opportunities to explore interests. • Families receive information about and support in connecting with appropriate transition services.	Acceptable Standard • Transition planning and exploration of postsecondary opportunities begin when students enter high school, if not earlier. • Multiple providers are involved in transition planning. • There is evidence of enrollment in postsecondary education or training, employment, and independent living. • Families are provided the support they need to connect their children to appropriate transition services.	Unacceptable Standard • A transition plan is part of the IEP, but the family is expected to follow up on opportunities without support (e.g., the family is given a packet of information with little or no offers of assistance to make connections with appropriate transition services). • There is limited evidence of successful participation in postsecondary education or training, employment, and/or independent living.
#11 Culturally competent practice	Highest Standard • School staff are actively engaged in welcoming diverse students and families through outreach and availability of interpreting services. • Some schoolwide activities honor cultures within the school community. • School staff and administration are aware of the potential for disproportionality when implementing and reviewing disciplinary policies and procedures.	Acceptable Standard • Translation and interpretation services are available to all non-English speakers. • All families feel welcome at school. • Staff are representative of the community’s cultural diversity. • Administration and staff actively support LGBT students and families. • All staff receive PL for meeting the special culture-based needs of students and families. • Staff proactively track data and monitor for disproportionality in disciplinary actions.	Unacceptable Standard • There is little or no systematic approach to welcoming and assimilating diverse students and families. • Disproportionality in disciplinary practices and/or identification of students with disabilities is evident, and there is no plan to address the issue.
#12 Effective early childhood transition from part C to part B	Highest Standard • Families, community providers, and school staff work together to support the child’s transition to school.	Acceptable Standard • Family members are coached in ways to engage their child in the development of self-determination attitudes and skills when the child is very young.	Unacceptable Standard • Professionals lead families through the transition from early childhood services to school-age services rather than facilitate families’ abilities to manage their child’s transition.
TEAMWORK AND COLLABORATION
#13 Authentic team approach	Highest Standard • The team is composed of all required members, as well as individuals in roles that will support the implementation of the student’s IEP. • Families and students receive some preparation and support for being team members. • The administration supports team recommendations and assists in providing adequate resources for programming.	Acceptable Standard • Students, parents, teachers, administrators, and other school staff all have input into how IEPs will ensure that students receive support. • Administrators are integral to the team. • Families and students are respected as essential team members. • Team members include those in non-mandated roles (e.g., employer of student in work setting transition activities).	Unacceptable Standard • The school takes a top-down approach, and the team does not include all roles essential to IEP implementation. • Paperwork and IEP implementation are the sole responsibility of the teacher of record. • Families and students receive little or no preparation or support for being team members.
#14 Creativity	Highest Standard • IEPs reflect student interests, abilities, and preferences. • Supports and accommodations are available in general learning activities. • Problems are addressed on a case-by-case basis as they arise.	Acceptable Standard • Programs are developed to meet the needs of individual students. • Students receive academic and non-academic support in the least intrusive ways. • Special education services are integrated into general learning activities. • An effective problem-solving process is in place.	Unacceptable Standard • Services are provided based on labels and disability categories. • Many IEPs are similar to one another, with goals and accommodations that are not truly individualized. • Programs are not customized for students’ abilities, interests, and preferences. • There is no flexibility or willingness to look at alternative approaches to address needs. • Problems are not anticipated, and there is no process for addressing them.
SCHOOL-COMMUNITY PARTNERSHIPS
#15 Community partnerships (e.g., with child- and family serving agencies, businesses)	Highest Standard • A program is in place for students to connect with the community to extend classroom learning and participate in community service and outreach. • Interagency collaboration exists among community agencies and schools.	Acceptable Standard • All students have access to opportunities for volunteer work, internships, employment, and recreation programs. • Students with disabilities are engaged in service learning/community-based instruction that is linked to the general curriculum and classroom instruction. • Community agencies are partners in planning and implementing community-based programs for students.	Unacceptable Standard • Only students with IEPs are provided with services, and most job opportunities are limited to the school/campus. • Access to community-based learning experiences is very limited or non-existent. • Community agencies rarely if ever collaborate with each other or with schools.
#16 Adequate funding of special education programs	Highest Standard • Funding for special education is understood to be an integral part of the whole school budget. • The community is informed about school programs and student activities. • Staff have the necessary resources for effective instruction.	Acceptable Standard • Administrators take proactive steps to coordinate funding of special education services within the larger school program. • Community outreach and activities educate the public on school programs and student successes. • Staff have the necessary resources for effective instruction.	Unacceptable Standard • Funding special education is seen as separate from funding general education. • Special education is considered to be a financial burden that creates a hardship on general education programs. • Resources and materials are outdated and not developmentally appropriate. • The school is seen as separate from the community, resulting in diminished support for school budgets and capital projects.

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