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Student Study Team (SST) Simulation Rubric for In class Activity

(This will not be graded, but it can be a great tool to initiate class discussion of the success of the SST meeting.)

Element

Developing

Meets Expectations

Exceeds Expectations

Total

Know School Families

(Student Data Sheet, Intervention Plan and Meeting Interactions)

No indication that the school took the time to know the family and their needs.

Some of the needs of the family were understood, i.e. family members, language, literacy, family dynamics.

There is a description of the family (in Data Sheet) and the family’s needs are taken into consideration in planning the student’s intervention plan.

Knows Student

(As Indicated on Student Data Sheet, Intervention Plan and Meeting Interactions)

Some of the student’s strengths, needs, language, and culture are understood.

The student’s strengths, needs, language, and culture are understood and addressed in plan.

The student’s strengths, needs, language, and culture are understood so well that the team can incorporate the child’s life outside of school into the plan.

Development of Interventions

The intervention plan is brief and vague.  

The intervention plan demonstrates an understanding of the student’s uniqueness and addresses the student’s strengths and needs.

The intervention plan demonstrates an understanding of student’s uniqueness and addresses the student’s strengths and needs for cognitive, affective and psychomotor objectives.

Implementation and Monitoring Interventions

There is no clear plan how interventions will be implemented or monitored.

There is a clear plan for implementing and monitoring interventions.

There is a clear plan for implementing and monitoring interventions.  A plan is set to communicate progress of interventions to all school and family members.

Use of Resources

No resources were mentioned in the intervention plan.

School resources were identified in the intervention plan.

School, community, and family resources were considered and identified in the intervention plan.

Continued

on next page

Fish/Drolet/Leighty, Spring 200614

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