1. education
2. school

EXCEPTIONAL STUDENT
EDUCATION SPECIALIST
EVALUATION PROCEDURES
MANUAL 2013-2014
TABLE OF CONTENTS
INTRODUCTION: FLORIDA VIRTUAL SCHOOL .......................................................... 3
MISSION ......................................................................................................................... 4
VISION ............................................................................................................................ 4
OUR VALUES ................................................................................................................. 4
PERFORMANCE MANAGEMENT AT FLORIDA VIRTUAL SCHOOL .......................... 5
Overview ........................................................................................................................ 5
Florida Virtual School Framework ................................................................................... 5
Statutory Requirements Impacting Evaluation ................................................................ 5
Florida Virtual ESE Specialist Evaluation Participants .................................................... 6
Professional Learning Plan (PLP) ................................................................................... 8
Business Goals .............................................................................................................. 8
Monthly Performance Discussions.................................................................................. 8
Quarterly Journaling ....................................................................................................... 8
Year-End Evaluations ..................................................................................................... 8
Professional Practice Measures ....................................................................................11
Completing the evaluation rubric scoring protocol .........................................................11
Professional Practice Scoring Ranges ...........................................................................12
Student Achievement Measures (SAM) .........................................................................12
Student Learning Growth ...............................................................................................13
Professional Development .............................................................................................14
Coaching for Success....................................................................................................15
Professional Learning Communities (PLCs) ..................................................................15
Internal Transitions ........................................................................................................15
Who is an Evaluator? ....................................................................................................16
How is the Evaluator Determined? ................................................................................16
Inter-rater reliability ........................................................................................................16
Evaluation review and approval .....................................................................................17
APPENDIX A: EVALUATING PROFESSIONAL PRACTICE—METHODS &
SOURCES OF EVIDENCE ........................................................................................... 18
APPENDIX B: ESE SPECIALIST PERFORMANCE MANAGEMENT ACTIVITY
CYCLE & ELIGIBILITY ................................................................................................. 20
APPENDIX C: ESE SPECIALIST PERFORMANCE DEFINITIONS ............................ 21
APPENDIX E: GLOSSARY .......................................................................................... 30
REFERENCES .............................................................................................................. 32
APPENDIX F: DOCUMENT HISTORY ........................................................................ 36
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INTRODUCTION: FLORIDA VIRTUAL SCHOOL
Florida Virtual School® (FLVS®) is a fully accredited, statewide public school district with
a 16-year history of successfully educating students. An award-winning, international
leader in online learning, FLVS offers more than 120 free courses to Kindergarten–
Grade 12 public, private, and homeschool Florida students.
FLVS is certified by the Southern Association of Colleges and Schools and by
AdvancED and core courses are NCAA approved. Courses are aligned with Florida and
national standards and are accessible 24/7. Enrollment is open 365 days a year due to
the Florida Virtual School year-round rolling enrollment model.
Approximately 75 percent of FLVS students come from public and charter schools, 20
percent are homeschool students, and 5 percent are private school students.
Every FLVS course is taught by a dedicated and Florida-certified instructor who is
focused on student success. The more than 1,100 FLVS instructors are available 8 a.m.
to 8 p.m. seven days a week and communicate with students regularly via live lessons,
phone, email, online chats, instant messaging, discussion forums, webcams, and
texting.
*AP and Advanced Placement Program are registered trademarks of the College
Board, which was not involved in the production of, and does not endorse, this
product.
In designing a virtual ESE specialist evaluation system based on the FLVS model of
instructional delivery, ESE Leadership, instructional leaders (principals), and curriculum,
professional learning and human resources staff collaborated to include student
learning measurements to meet state requirements.
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MISSION
To deliver a high quality, technology-based education that provides the skills and
knowledge students need for success.
VISION
To transform education worldwide—one student at a time.
OUR VALUES
Student Focus
Innovation
Integrity
Passion
Communication
OUR COMMITMENT
The student is at the center of every decision we make.
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PERFORMANCE MANAGEMENT AT FLORIDA VIRTUAL SCHOOL
Overview
Florida Virtual School’s Performance Management team is committed to providing the
tools, support, and processes needed to see ESE Specialists reach their highest
potential, resulting in student success. The ESE Specialist evaluation has been
developed to allow a continuous cycle of reflection and growth, culminating in the yearend evaluation. This evaluation cycle is one of the driving factors of success of both
FLVS ESE Specialists and students.
Our current performance evaluation system requires the following actions:
 Training and updates on performance appraisals for staff and supervisors
 Ongoing training and coaching in employee performance management
 Engaging monthly performance discussions between ESE Specialists and
supervisors
 Evaluating student performance data in relation to ESE Specialist’s
performance
 Creating professional development plans based on identified areas of
growth
 Creating business goals that align with organizational priorities
The above performance management activities culminate in a year-end
evaluation for eligible ESE Specialists. Eligible employees are evaluated
annually following the close of the school year, which runs July 1- June 30.
Florida Virtual School Framework
The FLVS ESE Specialist evaluation framework is based on the Framework for
Student Services Personnel Evaluation Model (SSPEM) and was developed for
the purpose of increasing student learning growth by improving the quality of
instructional and supportive services. The evaluation system is designed to:
 Support effective instruction and student learning achievement
 Inform the development of district and school improvement priorities
 Provide appropriate instruments, procedures, and criteria for continuous
quality improvement of professional skills (i.e., professional development)
The SSPEM is an integrated evaluation system that establishes common practice
standards across the student services professions by focusing on evidence-based and
research-based practices that are linked to student achievement and behavior.
Statutory Requirements Impacting Evaluation
The FLVS ESE Specialist evaluation plan was developed in accordance with Florida
Statute 1012.34. This statute requires that the evaluation system must include the
following components:

student learning achievement

instructional practices

professional and job responsibilities
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



be conducted at least once a year
is based on at least 50% student achievement data;
is based on four levels of performance: “Highly Effective,” “Effective,” “Needs
Improvement” (“Developing” for ESE Specialists in their first three years) and
“Unsatisfactory,” and;
include criteria based on the Florida Educator Accomplished Practices.
In addition, FLVS aligns with other statutory requirements and Florida Department of
Education best practices to maintain a robust performance management process that
provides the feedback to staff necessary to recognize successes, areas of
development, and to further engage the employee/manager relationship. As statutes
and best practices change, FLVS will revise the processes and plans to ensure that
they are current, compliant, and relevant to supporting staff and student success.
Because the Student Success Act allows for special evaluation procedures and criteria
for selected teaching fields, the instructional practices component of the Student
Services Personnel Evaluation Model was modified to reflect the professional practices
and job responsibilities of student services personnel and to align with the teacher
instructional practices identified in FEAPs. The statute also allows modifications to the
student learning achievement component for non-classroom instructional personnel.
For student services professionals, the student performance portion of the evaluation
may be based on a combination of student learning growth data (at least 30 percent)
and other measureable student outcomes (e.g., graduation rates, behavioral measures,
truancy rates) specific to the position or assignment (up to 20 percent). At FLVS, the
ESE Specialist Summative Evaluation will be weighted 50% for Professional Practices
and 50% for Student Achievement Measures.
Florida Virtual ESE Specialist Evaluation Participants
FLVS is a recognized district in the state of Florida. We differ from other districts in that
our zoned area is not bound by county lines; instead we exist to serve all students in the
state of Florida in differing capacities. Our schools include:
 FLVS Part Time (PT) - Part time instruction - grades Kindergarten through grade 12
(please note that FLVS only has curriculum for grades 6-12 available)
 FLVS Full Time (FT) - Full time instruction - grades Kindergarten through grade 12
 FLVS Global – Tuition-based courses for grades 6-12 outside Florida and around
the world
All regularly established ESE Specialists in the FLVS Part Time, FLVS Full Time and
FLVS Global Schools are evaluated using this plan.
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PERFORMANCE MANAGEMENT COMPONENTS AND PROCESSES
The FLVS ESE Specialist evaluation is an ongoing and multi-step process. Each ESE
Specialist participates in a variety of reflective activities and professional learning
opportunities that lead to true growth for each individual. Each ESE Specialist starts
with the pre-planning process where they develop professional learning goals for the
school year leading up to frequent dialogue with their supervisor to review their
progress, culminating in their year-end evaluation. Throughout the year, ESE
Specialists are supported through professional development, coaching for success, and
professional learning communities. The below diagram illustrates the FLVS evaluation
structure.
Year End
Evaluation
Quarterly Journaling
Business
Goals
Professional
Learning Plan
Pre-Planning
Coaching for Success
Components and Processes
As shown above, the evaluation system is a multi-step process. Each ESE
Specialist will complete the following steps each year:
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Professional Learning Plan (PLP)
Each ESE Specialist, with feedback from their supervisor, develops an individualized
Professional Learning Plan (PLP) that focuses on targeted areas of improvement and
growth that will have an impact on student learning. ESE Specialists must align their
PLP with specific competencies.
The professional learning plan is not a metric scored in the evaluation; however, it is an
integral part of an ESE Specialist’s growth and development at FLVS.
Business Goals
Business goals are outcome-driven objectives that are specific to the ESE Specialist
position. They help guide the ESE Specialist’s actions to reach defined performance
expectations. Business goals directly connect to the ESE Specialist’s role and overall
organizational objectives, ensuring the organization reaches its performance goals and
expectations. As with all goals, business goals should be SMART - specific,
measurable, achievable, realistic, and timely. The ESE Specialist will work with his or
her manager regarding the expectations for business goals and how to create them.
Monthly Performance Discussions
Every month each ESE Specialist meets with his/her supervisor in order to review
progress on professional learning and business goals, review relevant school/student
data, and overall performance. Each topic discussed with ESE Specialists relates to one
of the five domains used for the year-end ESE Specialist evaluation. In addition,
supervisors discuss performance concerns with the ESE Specialist and recommend
strategies, professional development, or create a coaching plan for improvement.
Quarterly Journaling
Each quarterly journal entry recaps the ESE Specialist’s progress and performance
towards the professional practice component of the year-end evaluation. The quarterly
journal allows the ESE Specialist to reflect upon all 5 domains, their Professional
Learning Plan (PLP), and also identifies the impact this progress is having on student
success.




Quarter 1 – Planning and Setting Expectations for the New Year
Quarter 2 – Mid Year Performance Review
Quarter 3 – General Performance Discussion
Quarter 4 – Year End Performance Review
Year-End Evaluations
Evaluations for non-classroom instructional employees consist of professional
practice standards and student achievement measures, which are based on the
performance of students they support. The evaluation ratings give ESE
Specialists useful feedback on student needs, the opportunity to assess effective
instructional approaches, learn time management strategies, and receive
guidance from their manager on how to improve their support of teachers and
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students with special needs. To achieve these goals the evaluators must first set
specific procedures and standards. The standards should:




Relate to important academic skills
Be as objective as possible
Be clearly communicated to the ESE Specialist before the evaluation
begins and be reviewed after the evaluation is over
Be linked to the ESE Specialist’s professional development
Rating Definitions
Highly Effective:
The “Highly Effective” level describes performance that is well above the
“Effective” rating and results from consistent engagement with “professional
practice.” The highly effective student services professional frequently serves as
a role model to others. Some professionals will be rated highly effective on some
indicators, but few will be rated consistently highly effective on the summative
evaluation.
Effective:
The “Effective” level describes performance that has school-wide impact and
clearly makes a significant contribution to the school. In addition, the effective
student services professional demonstrates a willingness to learn and apply new
skills.
Needs Improvement:
The student services professional’s performance on a standard is below the
requirements, but is not considered to be unsatisfactory at this time.
Improvement is necessary and expected via coaching and individual
development plan.
Unsatisfactory:
The student services professional’s performance is consistently below the
requirements of a standard or overall and is considered inadequate or both.
Professional Practice
FLVS offers a dynamic approach that assesses the performance of non-classroom
instructional personnel, improves the quality of service delivery, and directs continuous
improvement of professional skills. The Evaluation Rubric for Professional Practices
offers an equitable model that recognizes the complexity of the duties and
responsibilities of student services personnel within a system of support.
The primary responsibility of non-classroom instructional personnel is to remove
barriers to learning by providing a system of support that promotes positive academic
outcomes for students, teachers, school administration, and families.
Providing a system of support depends on a multi-dimensional process. At the core of
this process are four foundational skill sets:
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
Problem Solving and Data-Based Decision Making: Expectations for student
achievement are expressed in the collection and analysis of student, school, and
district data to identify the barriers to learning.

Instruction/Intervention Planning, Design, and Implementation: Ability to
implement a system of support by identifying research-based interventions and
strategies that have a high probability of increasing student learning and
engagement.

Facilitation of Collaboration Through a Resource-Oriented Team Process:
Use of skills to develop linkages with other district and community programs and
facilitate relevant staff development.

Professional Practice: Knowledge of unique professional skills, responsibility,
and ethical practice in assessment and program development, and proficiency,
self-reflection, professional growth planning, team learning, and collegial
engagement.
The Evaluation Rubric for Professional Practices integrates these foundational skills
within a system of support. The Evaluation Rubric is structured around five domains,
sets of practice standards within each domain, and indicators that differentiate four
levels of performance for each practice (Highly Effective, Effective, Needs Improvement,
and Unsatisfactory). The Evaluation Rubric includes the following key components:
 Domains: Broad categories used to organize professional practices and
structure evaluation criteria.
 Practices: Descriptive standards of a domain related to a specific area of
professional skill.
 Indicators: A continuum of descriptive statements that assist in differentiating
between levels of performance for each practice.
Mastery of professional skills is a career-long and continuous process achieved through
professional practices that focus on the five broad domains addressed in the Florida
SSPEM.
• Data-Based Decision Making and Evaluation of Practices
• Instruction/Intervention Planning and Design
• Instruction/Intervention Delivery and Facilitation
• Learning Environment
• Professional Learning, Responsibility, and Ethical Practice
The 5 domains include 25 practice standards with indicators that differentiate four levels
of performance for each practice (Highly Effective, Effective, Needs Improvement, and
Unsatisfactory). The indicators for each practice standard include suggested artifacts or
evidence that student services personnel may use to help demonstrate their level of
performance for that indicator.
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The indicator descriptors provide criteria that distinguish among the performance levels
on each practice standard. It is important to clearly understand the indicator statements
under each practice standard in order to find the level of proficiency that best describes
the student services professional’s performance related to the indicator. The indicators
provide for a formative as well as a summative assessment of the student services
personnel’s strengths and weaknesses and contribute to the development of a plan for
improving performance.
*See Appendix C for ESE Performance Definitions
YEAR-END EVALUATION CALCULATION
Professional Practice Measures
The Evaluation Rubric for Professional Practices is completed using evidence from
multiple methods and sources. An Evaluation Rubric Scoring Protocol is provided
below. Prior to completing the Evaluation Rubric Scoring Protocol, the evaluator should
be familiar with the five domains, the four levels of performance in each of the practices,
and the methods and sources of evidence that will be used to determine the
professional’s level of performance. The performance expectations, performance
criteria, and the evidence/documentation should be communicated to the professional
being evaluated at the beginning of the evaluation cycle (e.g., pre-evaluation planning
phase).
Completing the evaluation rubric scoring protocol
For each practice on the Evaluation Rubric for Professional Practices, the evaluator
must determine the professional’s performance level using the indicator statements as a
guide. The evaluator will need to refer to the indicator statements on the Evaluation
Rubric for Professional Practices when completing the scoring protocol. It is
recommended that the evaluator start with the indicator statement for Effective, as this
is the performance level most likely to capture the majority of student services
employees, and then move up or down the performance level/effectiveness scale as
needed.
The indicator statements correspond to four levels of performance: Highly Effective,
Effective, Needs Improvement, and Unsatisfactory. Each practice is scored 3, 2, 1, or 0
- Highly Effective = 3, Effective = 2, Needs Improvement = 1, and Unsatisfactory = 0.
Determine the indicator statement that best describes the level of performance for the
professional being evaluated.
For each practice, the evaluator will identify the evidence used as documentation of
performance under the practice statement. Ratings of Needs Improvement or
Unsatisfactory require a statement of the specific supports and activities (e.g., training,
supervision, professional development) that will be implemented to move the
professional to becoming Effective in that practice.
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Professional Practice Scoring Ranges
Once the evaluator has scored each indicator for the ESE Specialist, Pathways, the
FLVS electronic appraisal system, will calculate the total score earned for the year-end
evaluation. The total points earned are then converted to an overall professional
practices rating:
Point Allocation
Performance Rating
130-150
Highly Effective
95-129
Effective
65-94
Needs Improvement
0 - 64
Unsatisfactory
Student Achievement Measures (SAM)
The Student Achievement Measure accounts for the other 50% of the ESE Specialist’s
evaluation. Students who are directly impacted by the ESE Specialist are used in
calculating the SAM score for each individual.
The FLVS Part Time and Global Schools are choice schools and do not administer nor
collect state-mandated assessment scores. The distribution of public school students
varies between grade levels; therefore using FCAT as a pre-test measurement is not
possible and thus neither reliable nor valid.
The FLVS Full Time program does collect FCAT and EOC data since it is the school of
record for its students. Data for courses associated with FCAT were first reported in
June 2011. State-adopted student growth measures for students enrolled in the FLVS
Full Time program are based on the percentage of eligible students meeting or
exceeding the predicted FCAT/EOC scores as determined through the state’s adopted
value-added calculation.
SAM Evaluation Criteria
FLVS ESE Specialists have the ability to use diagnostic and assessment data to design
and implement differentiated instructional strategies in order to meet individual student
needs for remediation or acceleration. The FLVS ESE Specialist, along with instructors,
set high expectations for all students and use concepts from a variety of content areas.
The FLVS ESE Specialist plans individually with students and with other instructors to
design learning experiences that meet students’ needs and interests. In addition, the
FLVS ESE Specialist seeks advice/information, and modifies instructional plans as
needed. Comprehensible instruction is implemented in a creative environment using
varied and motivating strategies and multiple resources.
Outcomes are assessed using traditional and alternative approaches. Upon reflection,
the FLVS ESE Specialist is required to continuously refine learning experiences for
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individual student needs. This is measured by student performance on district-wide end
of segment assessments by course and instructor.
Using these FLVS district-wide end of segment assessments, FLVS calculates the
segment exam average for the school year (July 1 to June 30), drilling down by
individual courses and course versions. Then, using a standard deviation of -.75 to
control for sorting, the student performance goal for each course is determined. The
student exam scores for those students who the ESE specialist served are then
compared to the student performance goal. The share of students meeting the
performance goal will determine the rating earned for the SAM portion of the evaluation.
Student Learning Growth
Because FLVS is a choice model, student achievement measures are most appropriate
to use in evaluation of non-classroom instructors. District-wide end of semester
assessments are used to measure growth using equally appropriate formulas. This
determination is relevant to the FLVS Part Time Program, Global School, and FLVS Full
Time Program courses that are not subject to state-mandated assessments.
SAM Scoring Ranges
Performance Rating
Performance Definition
Point Allocation
Highly Effective
70%+ of students scored at or above the
calculated performance threshold
150
Effective
55-69% of students scored at or above
the calculated performance threshold
113
Needs Improvement
40-54% of students scored at or above
the calculated performance threshold
75
Unsatisfactory
Less than 40% of students scored at or
above the calculated performance
threshold
0
*Note that we do not currently employee ESE Specialists in our Fulltime program, so
VAM scores will not apply to this non-classroom instructional role.
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Scoring Breakdown
Domain 1
Domain 2
Domain 3
Domain 4
Domain 5
SAM/VAM
10.00%
10.00%
50.00%
10.00%
10.00%
10.00%
Total Evaluation Score
The evaluation system for instructional personnel must differentiate among four levels of
performance, which are identified in statute (s. 1012.34, F.S.) as: 1) Highly Effective, 2)
Effective, 3) Needs Improvement or Developing (for instructional personnel in the first
three years of employment), and 4) Unsatisfactory.
The SSPEM Summative Evaluation integrates evaluative data and the Student
Achievement Measure score into a rating system with a 300-point scale. The point value
for each component reflects the percentage of the summative evaluation required
and/or permitted in statute. The total points earned are then converted to an overall
summative rating:
Point Allocation
Performance Rating
247-300
Highly Effective
175-246
Effective
109-174
Needs Improvement
0 - 108
Unsatisfactory
SUPPORT AND DEVELOPMENT RESOURCES
Professional Development
The primary goal of the FLVS Professional Learning Program is to ensure that the
professional learning offered to FLVS staff is effective and has a positive impact on
student achievement and student results and supports the alignment of national
standards and FLDOE Protocols for professional development. To that end, the FLVS
Professional Learning Plan is a sustained learning model that offers developmental
opportunities that are concentrated, continuous, and include rigorous learning activities
integrated to reinforce learning of adult learners.
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Coaching for Success
Coaching is a strategy embraced by FLVS to support continuous improvement and to
provide feedback and developmental opportunities to address identified performance
deficiencies. It is not an isolated moment or conversation, but rather an ongoing effort
between an administrator and an employee to ensure that maximum performance
potential is reached by setting clear expectations, establishing goals, overcoming
obstacles, and providing assistance and support along the way. It involves creating an
environment where employees feel supported and committed to success leading to a
more stable work environment and improved performance. Although performance
coaching is ongoing throughout the year, it becomes increasingly important following
evaluations for administrators to establish action plans to assist employees in increasing
their level of performance in order to achieve a higher rating during the next evaluation
cycle. By utilizing effective coaching strategies to promote a culture focused on
continuous improvement, FLVS is not only supporting its employees, but also the
students and customers it serves.
Professional Learning Communities (PLCs)
FLVS Professional Learning Communities provide a collaborative learning environment
that encourages school leaders, instructors, and support staff to systematically
participate in data driven inquiry and discovery, which is focused on improving student
learning. FLVS is currently host to PLCs such as Lesson Study and Action Research.
PERFORMANCE MANAGEMENT PARTICIPATION ELIGIBILITY REQUIREMENTS
As FLVS hires year-round to meet student enrollment needs, the ESE Specialist’s hire
date will impact the performance management component options and timelines.
Internal transitions and departures from the organization also impact the eligibility to
participate in the various performance management activities.
Internal Transitions
FLVS strives to develop its staff and provide alternative career paths to keep employees
engaged and to best leverage their strengths and skills. Based on the position-type and
timing of an internal transition, an ESE Specialist will participate in alternative
performance management activities.
 Transition to a different Non-Classroom Instructional Position
o Update Business Goals and Professional Learning Plan within first 90
days of transition to accommodate any additional needs
o Remain on cycle for Quarterly Journal entries
o Year-End Evaluation:
 If transition prior to April 1st will receive the appropriate NonClassroom Instructional evaluation
 If transition after April 1st will receive an ESE Specialist evaluation
 Transition to a Support Staff Position
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o Update Business Goals and Professional Learning Plan within first 90
days of transition to accommodate any additional needs
o Remain on cycle for Quarterly Journal entries
o Year-End Evaluation:
 If transition prior to April 1st will receive a Support Staff evaluation
 If transition after April 1st will receive an ESE Specialist evaluation
See Appendix B: ESE Specialist performance management activity cycle & eligibility for
additional details
Departures
In order to receive a year-end evaluation, personnel must be employed with FLVS for a
minimum of 6 months during the fiscal year and be employed in said capacity through
April 30th. Should this criterion be met, the year-end evaluation will be completed by the
manager for that ESE Specialist.
An ESE Specialist who has met the above criteria and leaves FLVS prior to the
evaluation being completed and administered may request a copy of the completed
evaluation after August 31st. The request must be submitted in writing sent to the FLVS
main office to the attention of the Performance Management Department or sent via
email to [email protected] . Upon receipt, the previous employee has
ten calendar days to respond accordingly. All responses are maintained in the
appropriate employee file.
EVALUATORS
Who is an Evaluator?
An evaluator is defined as: a site-based administrator with training in collecting evidence
and scoring the Framework for teaching rubric.
How is the Evaluator Determined?
Per statute, only the supervisor of record for an ESE Specialist may complete the yearend evaluation.
Inter-rater reliability
Evaluators in the district are able to provide sub-ordinates similar feedback and rating
so that there is consistent use of the evaluation system across the district. This is
promoted by training on the following:



The “look fors” – what knowledge, skills, and impacts are identified as system
priorities by inclusion of indicators in the evaluation system.
The Rubrics – how to distinguish proficient levels.
Rater reliability checks – processes for verifying raters meet district expectations
in using the rubrics.
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Evaluation review and approval
District Administrators will review each ESE Specialist’s year-end evaluation and
approve prior to it being administered. This review aids in consistency and accuracy of
the evaluation results.
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APPENDIX A: EVALUATING PROFESSIONAL PRACTICE—METHODS
& SOURCES OF EVIDENCE
Evaluating Professional Practice—Methods and Sources of Evidence
When evaluating professional practices it is necessary to use multiple methods of
collecting evidence (e.g., Review, Interview and Observation) to document the
professional’s performance in each practice. This may include reviewing permanent
products (e.g., intervention plans), interviewing stakeholders (e.g., teachers,
administrators), and observing the professional at work (e.g., leadership meetings,
problem-solving sessions).
The below table provides examples of multiple methods and sources of evidence data
to evaluate the demonstration of the practice standards in each of the five domains.
Districts may modify and add to these evidences to reflect the sources used locally to
determine the student services professional’s performance level. These sources and
methods should be shared at the beginning of each evaluation cycle to allow the
evaluator the opportunity to document practices.
Methods and Sources of Evidence – ESE Specialist
A. Methods and Sources of Evidence -Data-Based Decision Making and
Evaluation of Practices
Sources of Evidence:
Types of Evidence:
Documentation of problem identification
☐ Artifacts
and problem analysis with graphed data
☐ Observation
and gap analysis (e.g., screening,
☐ Stakeholder Feedback
progress monitoring, diagnostic
☐ Conference/Interview
assessment)
☐ Self-Assessment
• Problem-Solving/Intervention Plan
☐ Professional Growth Plan
• Academic Intervention Record
☐ Other:
• Progress-Monitoring Plan
Parature ticket data; VSA Log data; Survey data
B. Instruction/Intervention Planning and Design
Sources of Evidence:
Types of Evidence:
Problem solving/intervention meeting/plan
☐ Artifacts
– documentation of intervention design
☐ Observation
and development (with targets, goals,
☐ Stakeholder Feedback
delivery methods, etc.)
☐ Conference/Interview
• Critical Components Checklist
☐ Self-Assessment
• Functional Behavioral Assessment (FBA)
☐ Professional Growth Plan
• Individual Educational Plan (IEP)
☐ Other:
Inservice trainings/presentations (handouts, agenda, PowerPoint); Learning community
discussions/presentations (agenda)
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C. Instruction/Intervention Delivery and Facilitation
Sources of Evidence:
Types of Evidence:
Problem-Solving/Intervention Plan –
☐ Artifacts
documentation of intervention and
☐ Observation
monitoring of student response (e.g., RTI
☐ Stakeholder Feedback
data, progress-monitoring data)
☐ Conference/Interview
☐ Self-Assessment
☐ Professional Growth Plan
☐ Other:
Schoolhouse and cohort meeting participation; Electronic documentation systems
(electronic data panels that track and verify services); Parent/Teacher conference
notes/logs; Professional Development trainings/presentations related to intervention
delivery and facilitation (handouts, agenda, PowerPoint)
D. Learning Environment
Sources of Evidence:
Types of Evidence:
Threat assessment
☐ Artifacts
☐ Observation
☐ Stakeholder Feedback
☐ Conference/Interview
☐ Self-Assessment
☐ Professional Growth Plan
☐ Other:
Schoolhouse and cohort meeting participation; Professional Development
trainings/presentations related to intervention delivery and facilitation (handouts,
agenda, PowerPoint); Parent/Teacher conference notes/logs
E. Professional Learning, Responsibility and Ethical Practice
Sources of Evidence:
Types of Evidence:
Professional Growth Plan
☐ Artifacts
☐ Observation
☐ Stakeholder Feedback
☐ Conference/Interview
☐ Self-Assessment
☐ Professional Growth Plan
☐ Other:
Documentation of inservice, professional conferences, and workshops; Professional
learning community participation/facilitation; Membership in professional organization;
Demonstration of time management (e.g., logs, calendars )
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 19
19
APPENDIX B: ESE SPECIALIST PERFORMANCE MANAGEMENT
ACTIVITY CYCLE & ELIGIBILITY
ESE Specialist Performance Management Cycle
Complete Business Goals/ PLP
Quarterly Journaling
Year-End Evaluation
July-October
October, January, April, and July
August
Month of Hire
July
August
September
October
November
December
January
February
March
April
May
June
First Year ESE Specialist Performance Management Cycle
Quarterly journaling
Review training
Complete/
begins
plan & position
revise PLP &
(Quarter: Month
expectations
business goals*
Completed)
July
October
Q1: October
August
November
Q1: October
September
December
Q1: October
October
January
Q2: January
November
February
Q2: January
December
March
Q2: January
January
April
Q3: April
February
May
Q3: April
March
June
Q3: April
April
July
Q4: July
May
August
Q4: July
June
September
Q4: July
Eligible for a
year-end
evaluation?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 20
20
APPENDIX C: ESE SPECIALIST PERFORMANCE DEFINITIONS
Domain 1: Data-Based Decision Making and Evaluation of Practices
1a. Collects and uses data to develop and implement interventions within a problem-solving framework
Highly Effective
Uses and/or facilitates collecting
district data relevant to
informing problem identification,
problem analysis, and
intervention design at the
systems level.
Effective
Needs Improvement
Unsatisfactory
Uses available school data and Practice is occasionally evident
collects additional student data
but requires supervision,
(e.g., screening, progress
support, and/or training to be
monitoring, and diagnostic
effective independently
assessment) relevant to
informing problem identification,
problem analysis, and
intervention design.
1b. Analyzes multiple sources of qualitative and quantitative data to inform decision-making
Highly Effective
Effective
Needs Improvement
Analyzes, integrates, and
Analyzes, integrates, and
Practice is occasionally evident
interprets data from multiple
interprets data from multiple
but requires supervision,
sources at the school or district
sources at the individual and
support, and/or training to be
level, and uses the data to inform
group level, and uses the data
effective independently.
systems-level decisions.
to inform decisions.
Does not collect or use data to
inform interventions within a
problem-solving framework OR
ineffectively demonstrates the
practice/skill required.
Unsatisfactory
Does not analyze, integrate,
and interpret data from multiple
sources or use data to inform
decisions OR ineffectively
demonstrates the practice/skill
required.
1c. Uses data to monitor student academic progress and evaluate the effectiveness of services on student achievement
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Uses school or district data to
Uses individual and group data
Practice is occasionally evident Does not monitor student
monitor the effectiveness of
to monitor student progress,
but requires supervision,
progress or evaluate the
supports and district
evaluate the effectiveness of
support, and/or training to be
effectiveness of academic
intervention activities.
academic instruction/
effective independently.
instruction/ intervention OR
intervention, and modify
ineffectively demonstrates the
interventions based on student
practice/skill required.
data.
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 21
1d. Shares student performance data in a relevant and understandable way with students, parents, and administrators
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Trains or mentors others to
Provides feedback on student
Practice is occasionally evident Does not provide feedback on
provide feedback on student
performance and other
but requires supervision,
student performance and other
performance and other
assessment data to
support, and/or training to be
assessment data; does not
assessment data to
stakeholders (students,
effective independently.
present data in a way that is
stakeholders and to present
teachers, parents,
understandable and relevant
data in a way that is
administrators, school teams)
OR ineffectively demonstrates
understandable and relevant to and presents data in a way that
the practice/skill required.
stakeholder interest/needs.
is understandable and relevant
to stakeholder interest/needs.
Domain 2: Instruction/Intervention Planning & Design
2a. Uses a collaborative problem-solving framework as the basis for identification and planning for academic
and reflective practices to support Instructional Personnel.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Provides a leadership role by
training others and facilitating
team members’ ability to
identify, problem solve, and
plan academic interventions.
Works with team and team
members to identify, problem
solve, and plan academic
interventions.
Practice is occasionally evident
but requires supervision,
support, and/or training to be
effective independently.
Does not work with team to
identify, problem solve, and
plan academic and behavioral
interventions OR ineffectively
demonstrates the practice/skill
required.
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 22
2b. Plans and designs instruction/intervention with instructors based on data and aligns efforts with the school and district
improvement priorities, and state/federal mandates.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Trains or mentors others in
Uses multiple sources of data,
Practice is occasionally evident Instruction and interventions are
collecting and using multiple
including classroom, district,
but requires supervision,
not aligned OR are poorly
sources of data, including
and state assessments, to
support, and/or training to be
aligned with school
classroom, district, and state
design and plan instruction and effective independently.
improvement priorities and
assessments, to design and
interventions that are aligned
other mandates.
plan instruction and
with school improvement
interventions that are aligned
priorities and other mandates.
with school improvement
priorities and other mandates.
2c. Applies evidence-based research and best practices to improve instruction/interventions
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Applies evidenced-based best
Applies evidence-based and
Practice is occasionally evident Fails to apply OR poorly applies
practices when developing and best practices when developing but requires supervision,
evidence-based and best
planning instruction and
and planning instruction and
support, and/or training to be
practices when developing and
interventions across all levels.
intervention.
effective independently.
planning instruction and
intervention.
2d. Develops intervention support plans that help the student, family, or district and systems of support to reach a desired
goal.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Collaborates to identify
Develops a support plan that
Practice is occasionally evident Support plans are ineffectively
systems-level needs, resources, reflects the goals of
but requires supervision,
developed (i.e., plans do not
and infrastructure to access
student/client systems and
support, and/or training to be
reflect goals or systems
services and supports.
supports the goal.
effective independently.
coordination and support to
obtain stated goal).
2e. Engages parents and community partners in the planning and design of instruction/interventions
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Develops systems-level
Engages families, community,
Practice is occasionally evident Does not engage OR
strategies (e.g., validate
and educational stakeholders
but requires supervision,
ineffectively engages families
participation, decision making,
when planning and designing
support, and/or training to be
and community when planning
two-way communication) for
instruction and interventions.
effective independently.
and designing
engaging families and
Parent input is valued and
instruction/intervention.
community when planning and
incorporated into plans.
designing instruction and
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 23
interventions.
Domain 3: Instruction/Intervention Delivery & Facilitation
3a. Collaborates with school-based and district-level teams to develop and maintain a continuum of services to support the
academic success of all students.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Facilitates the development of
Facilitates the development of
Practice is occasionally evident Does not contribute to the
support at the district level by
support at the school level by
but requires supervision,
development and
planning and implementing
planning and implementing
support, and/or training to be
implementation of support at the
interventions that address
interventions whose intensity
independently effective.
school level OR ineffectively
systemic issues/concerns.
matches student, group, or
demonstrates the practice/skill
school needs.
required.
3b. Consults and collaborates at the individual, family, group, and systems levels to implement effective instruction and
intervention services.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Consults and collaborates at the Consults and collaborates at the Practice is occasionally evident Does not consult/collaborate
school/systems level to plan,
individual, family, and group
but requires supervision,
OR demonstrates practice/skill
implement, and evaluate
levels to plan, implement, and
support, and/or training to be
ineffectively when planning,
academic services.
evaluate academic services.
independently effective.
implementing, or evaluating
academic services.
3c. Implements evidence-based practices within the school and district framework.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Assists in identifying and
Incorporates evidence-based
Practice is occasionally evident Does not incorporate OR
implementing evidence-based
practices in the implementation but requires supervision,
ineffectively demonstrates
practices relevant to systemof interventions for individual
support, and/or training to be
evidence-based practices when
wide (school or district)
students and targeted groups.
independently effective.
implementing interventions for
interventions and supports.
individual students and targeted
groups.
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 24
3d. Identifies, provides, and/or refers for support designed to help students overcome barriers that impede learning.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Identifies the systemic barriers
Identifies barriers to learning
Practice is occasionally evident Does not identify barriers to
to learning and facilitates the
and connects students with
but requires supervision,
learning or connect students
development of broader support resources that support positive
support, and/or training to be
with resources that support
systems for students and
student outcomes/ goals.
independently effective.
positive outcomes/goals OR
families.
ineffectively demonstrates the
practice/skill required.
3e. Promotes student outcomes related to career and college readiness.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Develops/plans district-level or
Develops/plans interventions or Practice is occasionally evident Does not develop interventions
school-level
programs to increase student
but requires supervision,
that increase student
policies/interventions/ supports
engagement (e.g., attendance,
support, and/or training to be
engagement or support
that address student
on-task behavior,
independently effective.
attainment of postsecondary
postsecondary goal attainment. rigorous/relevant instruction,
goals OR ineffectively
Supports students to be college participation in school activities)
demonstrates practice/skill
and career ready.
and support attainment of postrequired.
secondary goals.
3f. Provides relevant information regarding child and adolescent development, barriers to learning, and student risk factors.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Develops/provides trainings that
include best practices related to
developmental issues, barriers
to learning, and risk factors.
Provides students, staff, and
parents with information,
research, and best practices
related to developmental
issues, barriers to learning, and
risk factors.
Practice is occasionally evident
but requires supervision,
support, and/or training to be
independently effective.
Does not inform students, staff,
or parents about best practices
related to developmental
issues, barriers to learning, or
risk factors OR demonstrates
practice/skill ineffectively.
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 25
Domain 4: Learning Environment
4a. Collaborates with teachers and administrators to develop and implement school-wide positive academic support.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Interacts with school, district,
parents, and community partners
to sustain and supports effective
system-wide programs/services
that result in a healthy school
climate that promotes academic
success.
Interacts with school personnel to
promote and implement schoolwide positive academic support.
Practice is emerging but requires
supervision, support, and/or
training to be independently
effective.
Does not interact with school
personnel to promote and
implement school-wide positive
academic support OR poorly
demonstrates the practice/skill
required.
4b. Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation,
persistence, resilience, ownership).
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Examines need and feasibility for
systemic intervention to support
and increase student engagement
district-wide.
Consults with school staff and
students to identify strengths and
weaknesses as part of problem
solving and intervention planning
to increase student engagement.
4c. Promotes safe school environments.
Highly Effective
Effective
Interacts with learning community
to enhance, support, and/or create
safe and violence-free school
climates through training and
advancement of initiatives that
relate to healthy and violence-free
schools.
Interacts with school personnel to
promote and implement effective
programs/services that result in a
healthy and violence-free school
climate (i.e., readiness, school
failure, attendance, dropout,
bullying, child abuse, youth
suicide, school violence)
Practice is emerging but requires
supervision, support, and/or
training to be independently
effective.
Does not consult with school
personnel to support and/or
increase student engagement OR
ineffectively demonstrates the
practice/skill required.
Needs Improvement
Unsatisfactory
Practice is emerging but requires
supervision, support, and/or
training to be independently
effective.
Fails to demonstrate OR
ineffectively demonstrates
understanding, advocacy, and
implementation of
services/programs that address
risk and protective factors among
students/staff.
4d. Integrates relevant cultural issues and contexts that impact family–school partnerships.
Highly Effective
Effective
Needs Improvement
Creates and promotes multicultural
understanding and dialogue
through training and information
dissemination to examine the
broader context of cultural issues
that impact family–school
partnerships.
Identifies relevant cultural issues
and contexts that impact family–
school partnerships and uses this
knowledge as the basis for
problem solving related to
prevention and intervention.
Practice is emerging but requires
supervision, support, and/or
training to be independently
effective.
Unsatisfactory
Does not OR ineffectively
demonstrates knowledge of
cultural influences on students,
teachers, communication styles,
techniques, and practices.
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 26
4e. Provides a continuum of support services to instructors to meet individual students’ needs in the classroom environment.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Collaborates with professional
learning communities to identify
strategies to support individual
student needs in the classroom
environment.
Collaborates with instructors to
identify strategies to support
individual student needs in the
classroom environment.
Practice is occasionally evident
but requires supervision,
support, and/or training to be
independently effective.
Does not OR ineffectively
demonstrates skills related to
providing strategies to support
individual student needs in the
classroom environment.
Domain 5: Professional Learning, Responsibility, and Ethical Practice
5a. Develops a personal, professional growth plan that enhances professional knowledge, skills, and practice and addresses
areas of need on the evaluation.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Establishes continuous
Maintains a plan for continuous Practice is occasionally evident Does not develop a personal
improvement strategy to identify professional growth and skill
but requires supervision,
professional growth plan with
and self-monitor areas for skill
development aligned with
support, and/or training to be
goals related to performance
and professional growth based
performance evaluation
independently effective.
evaluation outcomes OR shows
on performance outcomes.
outcomes and
ineffective effort in this
personal/professional goals.
practice/skill.
5b. Engages in targeted professional growth opportunities and reflective practices (e.g., professional learning community
[PLC]).
Highly Effective
Effective
Needs Improvement
Unsatisfactory
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 27
Facilitates professional learning
communities’ review of
practices and response to
feedback from supervisor
and/or coworkers.
Participates in professional
Practice is occasionally evident
learning opportunities
but requires supervision,
consistent with the professional support, and/or training to be
growth plan and uses feedback independently effective.
from supervisor and/or
colleagues for skill
enhancement.
5c. Implements knowledge and skills learned in professional development activities.
Highly Effective
Effective
Needs Improvement
Integrates acquired knowledge
Integrates and applies acquired Practice is occasionally evident
and training into practice for
knowledge and training into
but requires supervision,
professional community.
professional practice.
support, and/or training to be
independently effective.
5d. Demonstrates effective recordkeeping and communication skills.
Highly Effective
Effective
Needs Improvement
Supports record/data
Demonstrates reliable
Practice is occasionally evident
management system impact on recordkeeping skills;
but requires supervision,
practice and facilitates active
demonstrates coherent,
support, and/or training to be
listening among professional
professional written/oral
independently effective.
learning community members.
communication; adapts
communication style and
content to a variety of
audiences; establishes rapport
and is an active listener.
Does not participate in
professional development
opportunities OR demonstrates
poor acceptance and/or use of
constructive feedback to
enhance skills.
Unsatisfactory
Demonstrates little or no
interest in altering practices and
delivery of services to
accommodate new knowledge
and skills.
Unsatisfactory
Does not OR ineffectively
maintains reliable system of
recordkeeping; fails to or poorly
demonstrates active listening,
written, and/or verbal
communication skills.
5e. Complies with national and state laws, district policies and guidelines, and ethical educational and professional
standards.
Highly Effective
Effective
Needs Improvement
Unsatisfactory
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 28
Demonstrates a clear
understanding of professional
practice standards and ethics.
Operationalizes standards in
day-to-day practice as a model
for professional community
members.
Adheres to professional
standards, ethics and practices;
maintains accurate, timely, and
confidential records; and
complies with relevant laws,
rules, guidelines, and policies at
the national, state, and local
levels.
Practice is occasionally evident
but requires supervision,
support, and/or training to be
independently effective.
Does not adhere to standards of
professional practice, national
and state laws, and/or local
policy and procedures in the
professional arena
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 29
APPENDIX E: GLOSSARY
Domain
Evidence
FEAPs
Indicator
Newly hired
Pathways
One of five areas in which ESE Specialists execute
professional roles
Evidence may include factual reporting of ESE
Specialist, Instructor, and student actions and
behaviors. It may also include artifacts prepared by
the ESE Specialist, instructor, students, or others. It
does not include personal opinions or biases.
Florida Educator Accomplished Practices
An identified aspect of practice within one of the five
domains
Personnel “newly hired” for their first year of
employment in our district regardless of their prior
work experience elsewhere
An online, web-based system that supports
evaluation, professional development, mentoring
logs and HR support data
Ratings
Highly Effective
The “Highly Effective” level describes
performance that is well above the Effective
rating and results from consistent
engagement with “professional practice.” The
highly effective student services professional
frequently serves as a role model to others.
Some professionals will be rated highly
effective on some indicators, but few will be
rated consistently highly effective on the
summative evaluation.
Effective
The “Effective” level describes performance
that has school-wide impact and clearly
makes a significant contribution to the
school. In addition, the effective student
services professional demonstrates a
willingness to learn and apply new skills.
Needs
Improvement/Developing
The student services professional’s
performance on a standard is below the
requirements, but is not considered to be
unsatisfactory at this time. Improvement is
necessary and expected via coaching and
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 30
individual development plan.
Unsatisfactory
Rubric
Schoolhouses
The student services professional’s
performance is consistently below the
requirements of a standard and is considered
inadequate or both.
A set of criteria used to distinguish between
performance or proficiency levels. The rubric is
used to assess evidence; the rubric is not evidence.
The division of ‘schools’ within FLVS. Each
schoolhouse is comprised of similar content area
instructors and is supervised by an Instructional
Leader.
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 31
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Research Support for Practices in the SSPEM Model
The following identifies research that supports practices within each of the domains of
the SSPEM.
DATA-BASED DECISION MAKING AND EVALUATION OF PRACTICES
Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analysis of response-tointervention research: Examining field-based and research-implemented models.
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making, (3rd edition. Belmont, CA: Wadsworth.
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intervention: The science and practice of assessment and intervention. New York: Springer.
Shinn, M. R. (2010). Building a scientifically based data system for progress monitoring and
universal screening across three tiers, including RTI using a curriculum-based
measurement. In M. Shinn, & H. M. Walker (Eds.), Interventions for achievement and
behavior problems in a three-tier model including RTI (pp. 259–292). Bethesda, MD:
National Association of School Psychologists.
INSTRUCTION/INTERVENTION PLANNING AND DESIGN
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Psychologists.
Christenson, S. L. (2004). The family–school partnership: An opportunity to promote the
leaning competence of all students. School Psychology Review, 33, 83–104.
2013-2014 Evaluation Procedures Manual | ESE Specialist | Page 33
Kelly, M. S., Raines, J. C., Stone, S., & Frey, A. (2010). School social work: An
evidence-informed framework for practice. New York: Oxford University Press.
Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole-school
positive behavior support: Effects on student discipline problems and academic
performance. Educational Psychology, 25, 183–198.
Otwell, P. S., & Mullis, F. (1997). Academic achievement and counselor accountability.
Elementary School Guidance and Counseling, 31, 343–348.
Upah, K. (2008). Best practices in designing, implementing and evaluating quality
interventions. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology V
(pp. 209–219). Bethesda, MD: National Association of School Psychologists.
INSTRUCTION/INTERVENTION DELIVERY AND FACILITATION
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Shellinger, K. B.
(2011). The impact of enhancing students’ social and emotional learning: A metaanalysis of school-based universal interventions. Child Development, 82, 405–432.
Hoagwood, K. E., Olin, S. S., Kerker, B. D., Kratochwill, T. R., Crowe, M., & Saka, N.
(2007). Empirically based school interventions targeted at academic and mental health
functioning. Journal of Emotional and Behavioral Disorders, 15, 66–92.
Jeynes, W. H. (2005). Parental involvement and student achievement: A meta-analysis.
Cambridge, MA: Harvard Family Research Project.
Lehr, C. A., Johnson, D. R., Bremer, C. D., Cosio, A., & Thompson, M. (2004). Essential
tools: Increasing rates of school completion: Moving from policy and research to
practice. Minneapolis, MN: University of Minnesota, Institute on Community Integration,
National Center on Secondary Education and Transition.
Ortiz, S. O., Flanagan, D. P., & Dynda, A. M. (2008). Best practices in working with
culturally diverse children and families. In A. Thomas, & J. Grimes (Eds.), Best practices
in school psychology V (pp. 1721–1738). Bethesda, MD: National Association of School
Psychologists.
Rosenfield, S. (2008). Best practices in instructional consultation and instructional
consultation teams. In A. Thomas, & J. Grimes (Eds.), Best practices in school
psychology V (pp. 1645–1660). Bethesda, MD: National Association of School
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PROFESSIONAL LEARNING, RESPONSIBILITY, AND ETHICAL PRACTICE
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Jacobs, S. (2008). Best practices in developing ethical school psychological practice. In
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APPENDIX F: DOCUMENT HISTORY
Documentation of document approval and revision history:
Action:
Document approved by FLVS
Instructional Executive Team
Document approved by FLVS
Board of Trustees
Document sent to FDOE
Document approved by FDOE
Date:
Notes
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