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Welcome to the ConVal Professional Development Needs Survey!
The purpose of this survey is twofold: (1) it will aid you in developing your professional development plan goals, and (2) the aggregate data will help us develop differentiated professional development based on the expressed needs of ConVal professional staff.
The survey has been designed based on what we expect ConVal teachers to know and be able to do. Please note: we recognize that every professional staff member is at a different comfort and skill level in the following areas. We neither anticipate nor expect that any staff member will have mastered all that is contained in the survey. The continued commitment to personalized professional development in the ConVal School District recognizes the complexity of teaching, the growing research base on how children and adults learn, and the increasing demands of our profession. Your participation in the survey is greatly appreciated and vital to the constant quality improvement of our professional development opportunities.
The survey begins with a few questions about demographics, followed by six sections required by all respondents:
Instructional Planning
Instructional Strategies
Assessment and the Use of Data
Working with Special Needs Students
Use of Technology
Professional Growth and Collaboration
A final section is provided for just Case Managers and Related Service Providers to complete.
IMPORTANT !!!
When you get to the end of the survey, you will see a page with all of your responses. At that point, you should use the PRINT option at the top right corner of the page to SAVE a PDF version of your survey and then email the PDF to yourself.
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| For each question, please choose the item that best describes you. |
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| D1. I teach at the following grade level(s): |
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| D2. Please select the position that best describes you: |
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| D3. My career in public education has been for: |
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IP-1. Regarding access to content and technology standards and identification of power standards:
1 - I am less familiar with this and need an introduction.
2 - I know how and where to access the standards.
3 - I use appropriate standards in the design of lessons and units.
4 - I demonstrate knowledge of contiguous grade level standards.
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IP-2. Regarding design of effective learning goals at the unit and lesson level:
1 - I am less familiar with this and need an introduction.
2 - I have a basic understanding of effective lesson planning that addresses the whole group.
3 - I incorporate differentiation in lesson design. I employ some differentiation strategies.
4 - I design lessons that are highly suitable for all students, materials are appropriate for all students, and my lesson and unit planning provides opportunities for all students to be successful.
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IP-3. Regarding Curriculum Mapping (reading a map, creating a diary map, and creating a unit map in appropriate district mapping tool):
1 - I am less familiar with this and need an introduction.
2 - I am able to refer to the District Core Map.
3 - I can create a diary map and compare it to the District Core Map and identify gaps and redundancies.
4 - I collaborate in the revision process of the District Core Map.
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IP-4. Regarding use and understanding of district adopted core instructional programs and materials:
1 - I am less familiar with this and need an introduction.
2 - I am aware of the district adopted core instructional programs, materials and the implementation plans for them.
3 - I consistently use the district adopted core instructional programs and materials in accordance with the implementation plan.
4 - I effectively use the district adopted core instructional programs and materials and am actively engaged in the development and revision of the implementation plans.
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IP-5. Regarding identification of appropriate resources and activities to support student engagement:
1 - I am less familiar with this and need an introduction.
2 - I use some of the District adopted core curriculum materials.
3 - I identify and effectively utilize the district adopted core curriculum materials as well as a variety of resources and activities that foster student engagement.
4 - I apply knowledge of curriculum to the district adopted core curriculum materials and resources and am able to create original learning opportunities that enhance the learning experience and student engagement.
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IP-6. Regarding differentiation of unit and lesson components, based on assessment data and by product or process, to meet the academic, developmental, and behavioral needs of students:
1 - I am less familiar with this and need an introduction.
2 - I demonstrate rudimentary knowledge of differentiation.
3 - I effectively apply differentiation through planning, instruction, and assessment.
4 - I consistently differentiate in multiple content areas in planning, instruction, and assessment.
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IP-7. Regarding understanding and application of the ConVal District’s model for Response to Intervention (RtI) in practice and in assessment design:
1 - I am less familiar with this and need an introduction.
2 - I know how to access the District’s RtI model and understand my role within the RtI process.
3 - I effectively apply the RtI Model to the needs of students within the District’s RtI process. I can proceed through the steps of the RtI competently, and I am able to self reflect about my instructional practice using assessment data & recommendations from the RtI team.
4 - I use the RtI Model with efficiency and precision. I serve as a member of the RtI Team and resource for others.
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IP-8. Regarding utilization of behavioral assessment tools (SWIS, Teacher Positioning, Task Analysis, Classroom Flow & Room Design, Functional Behavior Assessment) to create and/or implement behavioral management routines, strategies, and practices:
1 - I am less familiar with this and need an introduction.
2 - I am generally accurate in utilizing behavioral assessment tools to create and/or implement behavioral management routines/strategies/practices. Students are somewhat engaged during independent work time. Transitions, routines and systems result in loss of some instructional time.
3 - I effectively use behavior assessment tools to manage classroom routines.
4 - I demonstrate the ability to effectively use behavioral assessment tools to regularly create, implement, and monitor behavior management routines, strategies, and practices.
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The sum of your choices for this section will fall into one of the following ranges:
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IS-1. Regarding the use of small group instruction:
1 - I am less familiar with this and need an introduction.
2 - I provide whole group instruction.
3 - I effectively group students for instruction and use small group instruction.
4 - I create instructional groups that are productive and have a clear instructional purpose.
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IS-2. Regarding the application of principles of Response to Intervention to instruction:
1 - I am less familiar with this and need an introduction.
2 - The learning opportunities I provide are appropriate for some students. Groupings are partially appropriate. Materials are partially suitable. Structure and pacing is not uniformly maintained through the lesson.
3 - The learning opportunities I provide are appropriate for most students. Groupings are appropriate. Materials are suitable. Structure and pacing is clearly defined.
4 - The learning opportunities I provide are appropriate for all students. Students initiate activities and projects. Students take the initiative in the formation of groups. Students initiate the choice in instructional materials. I provide opportunities for reflection and closures.
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IS-3. Regarding the use of research based instruction (i.e. identifying similarities and differences, summarizing and note taking, providing homework and practice, non-linguistic representations, cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, cues questions and advanced organizers):
1 - I am less familiar with this and need an introduction.
2 - I use some research-based strategies, but feel confident in only one or two strategies.
3 - I effectively and consistently use research-based instructional strategies designed to improve student performance.
4 - I use research-based instructional strategies and often encourage and model strategies for other teachers.
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IS-4. Regarding the use of differentiated instruction (process, content, product):
1 - I am less familiar with this and need an introduction.
2 - I sometimes am able to differentiated instruction by process, content, and product.
3 - I effectively and consistently differentiate instruction using the appropriate strategy.
4 - I plan for differentiated instruction, effectively and consistently differentiate using multiple appropriate strategies on a daily basis.
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IS-5. Regarding the connection of content/learning with the real world:
1 - I am less familiar with this and need an introduction.
2 - I understand the value of providing real world examples and opportunities for students as it relates to content/learning.
3 - I effectively provide opportunities for students to apply content/learning to real world scenarios.
4 - I consistently provide opportunities for students to apply content/learning to real world scenarios, and have developed partnerships with outside agencies to allow the opportunity for real world application.
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IS-6. Regarding scaffolding instruction (activating prior knowledge):
1 - I am less familiar with this and need an introduction.
2 - I understand what scaffolding is, but am not confident in scaffolding instruction.
3 - I attempt to scaffold instruction into lessons on a regular basis.
4 - I intentionally and effectively integrate students’ prior knowledge and learning into daily lessons.
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IS-7. Regarding higher order thinking skills/depth of knowledge:
1 - I am less familiar with this and need an introduction.
2 - I identify appropriate higher order thinking skills and introduce performance-based, real-world applications to classroom learning.
3 - I incorporate higher-level learning objectives and strategies into lesson planning and unit development. I assess for higher-level thinking skills after instruction.
4 - I share successful strategies and practices with others. I also mentor colleagues/peers. I promote higher-order thinking through instructional practice.
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IS-8. Regarding explicit instruction:
1 - I am less familiar with this and need an introduction.
2 - I understand the concepts of explicit instruction but am not always sure of how to implement explicit instruction into my lessons.
3 - I understand the concepts of explicit instruction and appropriately apply them consistently throughout a lesson.
4 - I model the use of explicit instruction consistently for my colleagues and act as a resource for teachers struggling with the concept.
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IS-9. Regarding the implementation of components, pacing guides, suggested strategies, district guidelines for instructional time:
1 - I am less familiar with this and need an introduction.
2 - I can identify and access instructional tools including program components, pacing guides, and district guides.
3 - I effectively incorporate the use of the core program materials to guide and implement daily instruction.
4 - I fluently and fluidly implement all components, pacing guide, suggested strategies, and district guidelines for instructional time.
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The sum of your choices for this section will fall into one of the following ranges:
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| Assessment and the Use of Data |
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AD-1. Regarding the design of effective pre-assessments, formative assessments, interim assessments, and summative assessments.
1 - I am less familiar with this and need an introduction.
2 - I have a basic understanding of the three forms of assessment.
3 - I design and utilize a continuum of assessment tools including those developed by the District and/or PLC.
4 - I lead peers in the development/ evaluation/ revision of District assessment tools.
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AD-2. Regarding the use of multiple measures to determine and monitor appropriate academic growth:
1 - I am less familiar with this and need an introduction.
2 - I have partial knowledge of the variety of assessment measures.
3 - I use appropriate assessment measures and consistently use assessment to measure student growth.
4 - I am highly effective in using assessment measures to determine growth and actively participate in leading discussions with peers about student growth.
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AD-3. Regarding the use of data to set appropriate individualized growth targets for students:
1 - I am less familiar with this and need an introduction.
2 - I attempt to use assessment for strategic groupings.
3 - I effectively connect student assessment with learning outcomes.
4 - I am highly effective in using assessment data to develop and implement interventions. I also lead peers in the development and/or revision of evaluation tools and strategies.
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AD-4. Regarding the access, analysis, interpretation, and communication of assessment data:
1 - I am less familiar with this and need an introduction.
2 - I am aware that data is available and critically important to educational planning for all students.
3 - I am able to access and communicate data results to all constituents.
4 - I effectively access, analyze, and interpret students’ assessment data and communicate results to constituents.
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AD-5. Regarding the use of data, including district identified assessment tools, to inform instruction and create interventions for all:
1 - I am less familiar with this and need an introduction.
2 - I use assessment data to guide instruction for the class.
3 - I effectively use assessment data to guide instruction for groups of students.
4 - I effectively use assessment data to design instruction for individual students and model the practice for grade level/subject area peers.
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AD-6. Regarding the implementation of a continuum of common assessments (administers common assessments, analyzes common assessment data, and participates in the discussion/reflection of common assessment data within grade level/department teams):
1 - I am less familiar with this and need an introduction.
2 - I administer the common assessments, score the assessments, and share my assessment data with my grade level/department team.
3 - I design effective common assessments and analyze assessment data for trends. I actively participate in making effective instructional adjustments based on assessment results.
4 - I lead team members/peers in designing effective common assessment questions. I also lead team members in the analysis of assessment data.
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AD-7. Regarding using data to set individualized growth targets:
1 - I am less familiar with this and need an introduction.
2 - I have a basic understanding of how growth targets are formed.
3 - I successfully link assessment data to establish growth targets.
4 - I am highly successful in linking assessment data to growth targets. I involve student in developing individual growth targets.
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AD-8. Regarding functions of behavior and use of behavioral data:
1 - I am less familiar with this and need an introduction.
2 - I demonstrate an initial understanding of behavioral data and interventions and strategies.
3 - I effectively interpret behavioral data and successfully implement interventions/strategies to correct student misbehavior.
4 - I skillfully analyze behavioral data and design and share interventions/strategies.
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AD-9. Regarding communication of data from individual student assessments to appropriate constituents:
1 - I am less familiar with this and need an introduction.
2 - I work to develop an understanding of student assessments.
3 - I possess a working knowledge of student assessments and successfully communicate results to other professionals as well as parents.
4 - I promote student involvement in reviewing assessment results. I also work with/assist students in developing personalized learning goals.
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The sum of your choices for this section will fall into one of the following ranges:
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| Working with Special Needs Students |
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SP-1. Regarding resources that apply to students with educational disabilities:
1 - I am less familiar with this and need an introduction.
2 - I have an initial understanding of the resources that are available to facilitate the learning of students with IEP's and 504 plans.
3 - I effectively use the resources available to facilitate the learning of students with IEP's and 504 plans.
4 - I successfully engage resources, including collaboration with the appropriate special education staff, to facilitate the learning of students with IEP's and 504 plans.
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SP-2. Regarding federally recognized educational disabilities and range of diverse needs:
1 - I am less familiar with this and need an introduction.
2 - I have an awareness that there are specific educational disabilities.
3 - I am knowledgeable of multiple educational disabilities.
4 - I am knowledgeable about the specifics of multiple educational disabilities.
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SP-3. Regarding implementing accommodations and modifications based on students’ IEP/504 Plans to ensure student learning:
1 - I am less familiar with this and need an introduction.
2 - I am able to locate accommodations and modifications and have partial knowledge of how to apply the accommodation/ modification to special education learning.
3 - I create and apply accommodations and modifications to instructional planning, and often seek assistance/consult from special education staff to do so.
4 - I effectively create and apply accommodations/ modifications, and work collaboratively with special education staff to do so.
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SP-4. Regarding the use of IEP/504 goals and objectives to set instructional outcomes for educationally disabled students in the inclusive classroom:
1 - I am less familiar with this and need an introduction.
2 - I am partially able to align instructional outcomes from goals and objectives to curriculum standards with assistance from appropriate special education staff.
3 - I align instructional outcomes from goals and objectives in collaboration with appropriate special education staff.
4 - I am highly effective and independent in aligning instructional outcomes from goals and objectives to curriculum standards and share with entry level teachers.
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SP-5. Regarding the effectiveness, efficacy, and efficiency of early intervention:
1 - I am less familiar with this and need an introduction.
2 - I recognize that early intervention is a key factor in addressing the needs of students with educational disabilities.
3 - I am effective in the early identification of learning deficits.
4 - I am proactive in determining early intervention strategies to prevent learning deficits.
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SP-6. Regarding specific learning profiles and needs for personalized differentiation of educationally disabled students:
1 - I am less familiar with this and need an introduction.
2 - I have a partial understanding that educationally disabled students have specific learning profiles and needs with regard to differentiated instruction.
3 - I have an understanding that educationally disabled students have specific learning profiles and needs with regard to differentiated instruction.
4 - I have a detailed and firm understanding that educationally disabled students have specific learning profiles and needs with regard to differentiated instruction.
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SP-7. Regarding special education process, procedures, and time-lines:
1 - I am less familiar with this and need an introduction.
2 - I have a partial understanding of the special education process, procedures, and time lines.
3 - I have a comprehensive understanding of the special education process, procedures, and time lines.
4 - I have extensive knowledge of special education process, procedures, and time lines and can skillfully navigate the legal requirements of special education.
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SP-8. Regarding communication with all responsible stakeholders concerning a student(s):
1 - I am less familiar with this and need an introduction.
2 - I have a partial understanding that multiple methods exist to convey to stakeholders the progress of students with education disabilities.
3 - I understand and implement the multiple methods to convey to stakeholders the progress of students with educational disabilities.
4 - I have extensive knowledge and am highly skilled with the multiple methods to convey the progress of students with educational disabilities to various stakeholders.
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SP-9. Regarding implementation of specific remedial programs and approaches:
1 - I am less familiar with this and need an introduction.
2 - I am aware that specific remedial programs and approaches exist and correspond to specific educational disabilities.
3 - I can effectively implement remedial programs and approaches that address the needs of students with educational disabilities.
4 - I have an extensive remedial "toolbox" and I can skillfully draw from a variety of programs and approaches to address the needs of students with educational disabilities.
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SP-10. Regarding the use of assessment data to develop and implement targeted interventions to promote individualized growth for special education students:
1 - I am less familiar with this and need an introduction.
2 - I have a partial understanding of the use of assessment data to develop and implement targeted interventions to promote individualized growth for special education students.
3 - I independently use assessment data to develop and implement targeted interventions to promote individualized growth for special education students.
4 - I have an extensive understanding of assessment data and can apply this data to a wide array of interventions to promote personal growth targets for students with educational disabilities.
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SP-11. Regarding data and collaboration with special education staff to set appropriate individualized growth targets:
1 - I am less familiar with this and need an introduction.
2 - I am aware that assessment data plays a critical role in setting individualized growth targets for educationally disabled students and know which special education staff to speak with in regard to the data.
3 - I am able to effectively measure the growth of students with educational disabilities and work with special education staff to set individualized growth targets.
4 - I have extensive knowledge in data measurement and am highly effective in measuring the growth of students with educational disabilities.
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SP-12. Regarding planning and designing of learning opportunities in conjunction with special education staff:
1 - I am less familiar with this and need an introduction.
2 - I am learning from special education staff who guide me in the development and implementation of learning opportunities to meet accommodations and modifications.
3 - I work with special education staff in a consultancy model to create and implement learning opportunities to meet accommodations and modifications.
4 - I independently create and implement appropriate learning opportunities to meet accommodations and modifications.
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SP-13. Regarding communication with families of students identified as special education:
1 - I am less familiar with this and need an introduction.
2 - I understand that as a general education teacher it is important to be able to communicate with families about special educational matters.
3 - I am able to communicate with families of special education information.
4 - I am able to effectively communicate with families about sensitive special educational information.
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SP-14. Regarding appropriate resources for a specific student’s educational disability/handicapping condition:
1 - I am less familiar with this and need an introduction.
2 - I am aware and recognize the value in matching appropriate resources to specific educational disabilities/handicapping conditions.
3 - I match and implement appropriate resources to specific educational disabilities/ handicapping conditions.
4 - I proactively and skillfully match and implement appropriate resources to specific educational disabilities/handicapping conditions in a timely manner.
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The sum of your choices for this section will fall into one of the following ranges:
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TE-1. Regarding technology-enriched learning environments:
1 - I am less familiar with this and need an introduction.
2 - I research and discuss ways in which technology resources enable students to explore, plan, and manage research of individual interest.
3 - I effectively select and use technology resources that enable students to explore, manage, and assess their own learning.
4 - I facilitate the use of technology resources to enable students to explore, manage, and assess their own progress and outcomes.
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TE-2. Regarding using digital tools and resources:
1 - I am less familiar with this and need an introduction.
2 - I research and design learning activities that use digital tools and resources to address individual needs and abilities.
3 - I effectively customize technology-based materials to address learning styles, abilities, and developmental levels of individual students.
4 - I facilitate student learning by recognizing developmental levels of students when developing specific strategies that incorporate digital tools and resources to effectively differentiate learning experiences.
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TE-3. Regarding use of online tools (i.e., wikis, blogs, etc.) to build shared understanding of knowledge with others:
1 - I am less familiar with this and need an introduction.
2 - I research and identify strategies for facilitating knowledge and creative thinking in face to face and virtual environments.
3 - I effectively use online tools to facilitate knowledge, creative thinking, and collaborative interaction by engaging students in virtual environments.
4 - I model knowledge construction and creative thinking by working collaborative with individuals or groups in both face to face and virtual environments.
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TE-4. Regarding effective use of existing and emerging digital tools and resources:
1 - I am less familiar with this and need an introduction.
2 - I investigate and reflect on research and professional practice for using digital tools and resources to support student learning needs.
3 - I effectively design and implement lesson plans that integrate current research and promising professional practices using digital tools and resources.
4 - I regularly evaluate and reflect on current research and apply promising practices for using existing and emerging tools and resources in support of student learning.
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TE-5. Regarding digital tools and resources to meet needs of individual learners:
1 - I am less familiar with this and need an introduction.
2 - I investigate issues related to equitable access and develop strategies for managing technology to address students' diverse learning styles and developmental levels.
3 - I effectively integrate digital tools and resources to address the diverse needs of learners, including access to hardware, curriculum software, and online resources.
4 - I facilitate equitable access to digital tools and resources, use learner-centered strategies, and employing features of universal access and assistive technologies to meet the diverse needs of learners.
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TE-6. Regarding use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning:
1 - I am less familiar with this and need an introduction.
2 - I identify and discuss the effective use of current and emerging tools and resources to locate, analyze, evaluate, and use information resources for research and learning.
3 - I effectively use current digital tools to locate, analyze, evaluate, and apply information resources to support research and learning.
4 - I model and facilitate effective use of current and emerging digital tools and resources to locate, analyze, evaluate, and use to support research and learning.
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TE-7. Regarding use digital-age communication and collaboration tools:
1 - I am less familiar with this and need an introduction.
2 - I demonstrate the use of communication and collaboration tools.
3 - I provide multiple opportunities for students to apply communications technology resources to interact with others.
4 - I involve students in opportunities to develop cultural understanding and global awareness through digital-age communication and collaboration projects with students from other countries.
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TE-8. Regarding communication using a variety of digital-age media and formats:
1 - I am less familiar with this and need an introduction.
2 - I research and demonstrate effective use of digital resources for communicating with students, parents, and peers.
3 - I effectively communicate relevant information and ideas to constituents using multiple digital media and formats.
4 - I select and use the most relevant, facilitative, and effective media for communicating specific types of information and ideas to constituents.
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TE-9. Regarding ethical use of digital information and technology (respect for copyright, intellectual property, and the appropriate documentation of sources):
1 - I am less familiar with this and need an introduction.
2 - I understand effective practices for safe, ethical, and legal use of technology resources.
3 - I effectively model safe, ethical, legal use of technology resources, including strategies for safe use of technology systems, data, and information.
4 - I advocate, model, and teach safe, legal, and ethical use of technology and information, including copyright, privacy issues, and cyberbullying, and security of systems, data, and information.
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TE-10. Regarding a vision of technology integration:
1 - I am less familiar with this and need an introduction.
2 - I identify and evaluate local and global visions of technology infusion, ways of participating in shared decision making and community building, and strategies for developing the technology skills of others.
3 - I integrate technology into instruction in accordance with the district vision and by applying it in my own learning environment.
4 - I have adopted a shared vision of technology infusion appropriate for the educational environment, work cooperatively with others in decision making, and contribute to the development of leadership and technology skills in others.
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TE-11. Regarding Integration of digital tools and resources to promote student learning and creativity:
1 - I am less familiar with this and need an introduction.
2 - I can explain how existing learning resources can be designed or adapted for student's technology use in researching and collecting information online to create a digital product.
3 - I can adapt or create learning experiences that include student’s use of technology to research, collect, and create digital products.
4 - I design and customize technology-enriched learning experiences that engage students in developing research questions, evaluating solutions, and presenting through digital technologies.
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TE-12. Regarding digital citizenship:
1 - I am less familiar with this and need an introduction.
2 - I demonstrate digital etiquette and identify how social interactions could support student learning and responsible use of technology.
3 - I model appropriate use of digital resources and inform learners of consequences for misuse.
4 - I promote proper use of digital technology, discusses ethical issues and real-world examples of appropriate and inappropriate uses of digital tools and resources.
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The sum of your choices for this section will fall into one of the following ranges:
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| Professional Growth and Collaboration |
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PD-1. Regarding district sponsored professional development:
1 - I am less familiar with this and need an introduction.
2 - I attend district sponsored professional development in appropriate areas of growth.
3 - I actively participate in district sponsored professional development appropriate to my areas of growth.
4 - I implement effective professional development for the district and use data to shape district sponsored professional development for the future.
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PD-2. Regarding professional expectations:
1 - I am less familiar with this and need an introduction.
2 - I am not always aware of the expectations of the ConVal community.
3 - I understand and demonstrate the professional expectations of the ConVal community.
4 - I often explain and mentor others in the professional expectations for the ConVal community.
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PD-3. Regarding use of assessment data to self-reflect on instructional practice and identify areas of instructional strength and areas that need improvement:
1 - I am less familiar with this and need an introduction.
2 - I recognize the value of self-reflection as a tool for continuous improvement.
3 - I actively and honestly reflect on assessment data and participate in self and group reflection opportunities to improve instruction.
4 - I fully participate in self and group reflection and effectively use assessment data to effectively improve practice on a regular basis.
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PD-4. Regarding participation in professional learning communities:
1 - I am less familiar with this and need an introduction.
2 - I attend and understand the importance of professional educational communities.
3 - I attend and collaborate with members of professional educational communities.
4 - I actively participate and am a contributing member of professional educational communities such as PLCs, Student of Concern, and IEP teams.
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The sum of your choices for this section will fall into one of the following ranges:
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STOP !!!
The next section is only for case managers and related service providers.
If that's not you, please scroll past this section by clicking the CONTINUE button.
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| Case Managers and Related Service Providers |
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CM-1. Regarding IDEA, specific categories of educational disabilities, and eligibility requirements for IDEA:
1 - I am less familiar with this and need an introduction.
2 - I am aware that specific categories of educational disabilities exist and that specific eligibility requirements exist under IDEA.
3 - I am knowledgeable of the categories of educational disabilities and the eligibility requirements under IDEA.
4 - I have extensive and detailed knowledge of the categories of educational disabilities and the eligibility requirements under IDEA and am proactive in remaining up to date with state and federal legislative changes.
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CM-2. Regarding writing an IEP specific to a student’s educational disability that has standard-based measureable goals, and then entering that information into an online special education data system:
1 - I am less familiar with this and need an introduction.
2 - I possess the initial understanding and the willingness to learn the NHSEIS program, including the ConVal requirement to make IEP goals measurable and standards based.
3 - I am able to work effectively in NHSEIS and write measurable, standards based goals.
4 - I am able to work independently, efficiently, and effectively in NHSEIS and write measurable, standard based IEP goals.
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CM-3. Regarding organization and maintenance of accurate, legal student records related to special education:
1 - I am less familiar with this and need an introduction.
2 - I understand that maintaining special education records is important and often required by the law.
3 - I create and organize student special education records.
4 - I proactively work to create, organize, and maintain accurate, detailed, law abiding special education records.
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CM-4. Regarding advocating for students in accordance with IDEA:
1 - I am less familiar with this and need an introduction.
2 - I recognize the value of advocating for educationally disabled students in accordance with IDEA.
3 - I am effective at advocating for students with educational disabilities in accordance with IDEA.
4 - I possess a comprehensive understanding of IDEA and can effectively advocate for students with educational disabilities to all stakeholders in accordance with IDEA.
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CM-5. Regarding measurement and monitoring of student progress toward IEP goals and objectives using district selected standardized measures (e.g. AIMSWeb):
1 - I am less familiar with this and need an introduction.
2 - I recognize the value in monitoring progress toward IEP goals and objectives and have a partial understanding of district selected standardized measures.
3 - I effectively monitor and measure the progress of IEP goals and objectives and use district selected standardized measures.
4 - I have extensive knowledge in monitoring and measuring the progress of IEP goals and objectives and skillfully use district selected standardized measures.
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CM-6. Regarding defined instructional outcomes:
1 - I am less familiar with this and need an introduction.
2 - I am aware that the students require defined instructional outcomes.
3 - I articulate defined instructional outcomes for students on my caseload.
4 - I skillfully ensure that defined instructional outcomes are documented for the students on my caseload.
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CM-7. Regarding the process for recommending and determining the need for a special education paraprofessional:
1 - I am less familiar with this and need an introduction.
2 - I am aware of the process for recommending and determining the need for a special education paraprofessional.
3 - I effectively engage in the data collection process and the special education process in determining the need for a special education para. I am familiar with ConVal's para justification packet and process.
4 - I am familiar with ConVal's para justification packet/process and independently and effectively engage in the data collection process and the special education process in determining the need for a special education para.
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CM-8. Regarding co-teaching with a regular education teacher:
1 - I am less familiar with this and need an introduction.
2 - I recognize the value and possess an initial understanding of co-teaching with a regular education teacher.
3 - I have an effective co-teaching relationship with regular education teachers.
4 - I have a skillful, highly effective relationship with regular education teachers in a co-teaching model.
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CM-9. Regarding assessments for IEP goals and objectives:
1 - I am less familiar with this and need an introduction.
2 - I understand that effective IEP goals and objectives are measurable and require assessments at specific time intervals.
3 - I am effective in conducting assessments that measure the IEP goals and objectives of students with educational disabilities.
4 - I possess extensive knowledge and am highly skilled in the assessment of IEP goals and objectives of students with educational disabilities.
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CM-10. Regarding federal, state, school, and district regulations as they related to students identified as special education:
1 - I am less familiar with this and need an introduction.
2 - I understand confidentiality, and work to ensure fairness for all students including special education students.
3 - I successfully work within school, district, and special education regulations and protocols and engage in professional communication with colleagues and families.
4 - I exhibit a high level of professional standards of honesty, integrity, confidentiality when communicating to colleagues and families. I ensure compliance of school, district and special educational regulations and protocol.
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CM-11. Regarding use of a paraprofessional(s):
1 - I am less familiar with this and need an introduction.
2 - I understand that I play a significant role in the responsibility for para effectiveness and that I am involved in the evaluation of paraprofessionals.
3 - I effectively plan for the use of a para to meet the needs of a student with an educational disabilities and I can effectively assist in the evaluation of paraprofessionals.
4 - I skillfully implement best practice in utilizing paras to meet the needs of students with disabilities and effectively assist with the evaluation process of paraprofessionals.
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CM-12. Regarding professional consultation specific to IEP goals, accommodations, modifications, and best instructional practice for educationally disabled students:
1 - I am less familiar with this and need an introduction.
2 - I know that professional consult is important with regard to the IEP and that best instructional practice should be the standard for students with educational disabilities.
3 - I engage in professional consult with regard to the IEP and implement best instructional practice for students with educational disabilities.
4 - I engage in professional consult with a wide variety of stakeholders and skillfully employ best instructional practice for students with educational disabilities.
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The sum of your choices for this section will fall into one of the following ranges:
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You have the option of sending your responses to your email address.
Please read the question and instructions below before proceeding to the next page.
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| OPTIONAL: If you would like QuestionPro to send your response report to your email address, enter it here. (This does not have to be your Conval address.) Please note - to ensure our commitment to anonymity, the email you enter will be deleted promptly. On the next page, you will also have the option to print a PDF report of your results.
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