1. RtI Specialist Evaluation for the STARS Program
Student Interaction
Element Unsatisfactory Developing Proficient Exemplary
Knowledge of Students' Displays minimal knowledge of Displays general knowledge of Displays solid understanding of Displays knowledge of typical
Development and Skills developmental characteristics or developmental characteristics or typical developmental developmental characteristics
student skills/knowledge. student skills/knowledge, but characteristics and the and skills/knowledge as it
only displays this knowledge as skills/knowledge of groups of pertains to each student,
it pertains to the whole class. students, as well as, exceptions including those with special
to general patterns. needs, and utilizes this
knowledge to differentiate
instruction.
Assists in preparing and Does not or inconsistently Learns the requirements for Demonstrates the ability to Promotes the use of available
maintaining appropriate records follows the requirements for recordkeeping to assist the maintain accurate records data to make improvements in
recordkeeping to assist the teacher. needed for his/her program his/her program area.
teacher. area.
Learning Environment
Element Unsatisfactory Developing Proficient Exemplary
Interaction with Students Interaction with at least some Interactions with students are Interactions are friendly and Interactions demonstrate
students is negative, demeaning, generally appropriate, but may demonstrate general warmth, genuine caring and respect for
sarcastic. Interaction is reflect occasional caring, and respect. Interactions individual students. Successfully
inappropriate to students' age or inconsistencies, favoritism or are appropriate to accommodates students'
culture. Students' questions or disregard for students' cultures. developmental and cultural questions or interests. Students
interests are disregarded. Students exhibit only minimal norms. Students exhibit respect exhibit respect for support staff
Students exhibit disrespect for respect for support staff. for support staff. as an individual.
support staff.
Student Interaction Interactions are characterized by Interactions do not demonstrate Interactions are generally polite
Interactions demonstrate
conflict, sarcasm, or put-downs. negative behavior toward one and respectful.
genuine caring for one another
another.
as individuals and as students.
Is unclear about role, utilizes Determines and develops the
Facilitate small or large groups Follows directions for facilitating Replicates strategies of activities
same strategies for both small most effective strategies for
of students small/large groups of children. for group work.
and large groups. working with students.

2. Monitoring and Response to Is unaware of student actions. May miss the activities of some Is alert to student behavior. Is subtle and preventative.
Student Behavior Responds disrespectfully. students. Responds Response is respectful and Response is highly effective and
inconsistently. generally appropriate. sensitive to individual needs.
Documents and maintains
records of student behavior.
Instruction
Element Unsatisfactory Developing Proficient Exemplary
Oral and Written Language Spoken language is inaudible. Spoken language is audible. Spoken and written language is Spoken and written language is
Written language is illegible. Written language is legible. clear and correct. articulate and expressive.
Spoken or written language Errors may occur occasionally.
contains many grammar and
syntax errors.
Flexibility and Responsiveness Gives up or blames the student Becomes aware of options. Improvises and adapts to Anticipates and responds
or the environment for student's Inconsistently makes minor changes. Persists in seeking a proactively to needed changes.
lack of success. adjustments. myriad of approaches for Persists in seeking effective
students. approaches for students as
individuals.
Feedback to Students Is not provided. Is of low quality. Is inconsistently Is of high quality. Is provided in a Is consistently high quality to all
provided. Is provided to some timely manner. Is effective to all students.
but not all students. Is students.
sometimes effective.
Use of Instructional Techniques Questions are geared to lower Questions indicate an attempt to Questions facilitate higher-level
Questions facilitate higher-level
level thinking. Students participate engage students in discussion and discussion. Students are actively
discussions where sstudents seek
in the discussion. Response time is some are geared toward higher engaged in discussion. Response
to engage entire class. Students
not provided adequately. level thinking. Students particiapte time is provided adequately for
occasionally lead discussion,
in the discussion when directed. most students.
where appropriate. Adequate
Response time is provided
opportunity is available for all
inconsistently.
students to respond.
Professional Responsibilities
Element Unsatisfactory Developing Proficient Exemplary
Service to Students Is not attentive to students' Attempts to serve studfents Is active in serving students. Is highly proactive in serving
needs. Makes decisions based inconsistently. Is limited in Works within a team to ensure students. Makes effort to ensure
on self-serving interests. meeting students' needs. that all students receive a fair that students are honored in the
opportunity to succeed. school. Takes a leadership role in
decision making.

3. Service to Self Cannot gauge his/her Can generally gauge his/her Assesses his/her effectiveness Assesses effectiveness
effectiveness. Misjudges success effectiveness,. Can make general accurately. Can cite general thoughtfully. Draws on extensive
of instruction profoundly. Has suggestions. references for support. Makes repertoire of skills. Offers
no suggestions for improvement. some specific suggestions. specific suggestions for
improvement.
Maintain Confidentiality Promotes and shares with others Inconsistently treats others with Treats others with respect and Demonstrates an understanding
how to maintain privacy and respect and shows a commitment shows a commitment to good and appreciation of the
confidentiality. to good internal and external internal and external customer contributions of people with
customer service. service. diverse backgrounds, abilities,
and work styles.
Student Support Activities
Element Unsatisfactory Developing Proficient Exemplary
Implement instructional Observes instructional program Understands and implements Supports and involves students Assists in planning and
program but does not implement instructional program. in instructional program. developing instructional
program. programs.
Maintain positive/respectful Utilizes poor skills. Is Maintains positive
Occasionally utilizes appropriate Initiates communication in a
communication disrespectful, antagonistic, communication.
communication skills. positive manner.
argumentative.