Bremen HS District #228 1
Speech Pathologist Rubric 2014 - Draft
Speech Language Pathologist Framework for Professional Practice - Evidence of Performance with Critical Attributes
DOMAIN 1: PLANNING AND PREPARATION
Performance Levels
Component 1a: Demonstrating knowledge and skill in the specialist therapy area; holding the relevant certificate or license
Unsatisfactory
Specialist demonstrates little or no
knowledge and skill in the therapy
area; does not hold the necessary
certificate or license.
Critical Attributes
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Needs Improvement
Specialist demonstrates basic
knowledge and skill in the therapy
area; holds the necessary
certificate or license.
SLS is unfamiliar with
communication disorders.
SLS is unaware of rules and
regulations of State eligibility.
SLS is unaware of requirements
and does not hold appropriate
certificate.
Sample Artifacts:
 Continuing Education Certificates
 Licensures
 Professional Development
 Planning Conference Questions #2, 6 and 9
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SLS is familiar with
communication disorders.
SLS is able to seek or obtain
information concerning rules
and regulations of State
eligibility.
SLS is aware of requirements
and holds appropriate
certificate.
Proficient
Specialist demonstrates thorough
knowledge and skill in the therapy
area; holds the necessary
certificate or license.
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SLS can identify characteristics
of communication disorders.
SLS knows State eligibility
requirements for Speech and
Language services.
SLS maintains appropriate State
certification.
Excellent
Specialist demonstrates extensive
knowledge and skill in the therapy
area; holds an advanced certificate
or license.
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SLS can identify characteristics
of communication disorder and
is identifiable as a go-to person
for resources and information.
SLS knows Federal and State
eligibility requirements for
Speech and Language services.
SLS holds or maintains an
advanced certificate including
Speech Language Specialist,
ASHA-CCC, etc.
Bremen HS District #228 2
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 1b: Establishing goals for the therapy program appropriate to the setting and the students served
Unsatisfactory
Needs Improvement
Proficient
Excellent
Specialist has no clear goals for
the therapy program, or they
are inappropriate to either the
situation or the age of the
students.
Specialist’s goals for the therapy
program are rudimentary and are
partially suitable to the situation
and to the age of the students.
Specialist’s goals for the therapy
program are clear and appropriate
to the situation in the school and
to the age of the students.
Specialist’s goals for the therapy program
are highly appropriate to the situation in
the school and to the age of the students
and have been developed following
consultations with administrators and
teachers.
Critical Attributes
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SLS does not use
assessment results, clinical
judgment, and current
available data to formulate
goals.
SLS writes goals that are not
measurable or appropriate.
Therapist is unable to
communicate rationale for
targeted goal areas.
Therapist is unaware of
related academic goals
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SLS inconsistently uses
assessment results, clinical
judgment, and current
available data to formulate
goals.
SLS writes generalized
measurable goals to meet
students’ needs.
Therapist has limited
communication regarding the
rationale for targeted goal
areas.
Therapist demonstrates some
awareness of related
academic goals
Sample Artifacts:
 IEP’s (annual reviews)
 Speech Update Form
 Log entries
 Quarterly Speech/Pathology meeting agendas and minutes
 Emails
 Planning Conference Questions #1 and 9
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SLS uses assessment results,
clinical judgment, and current
available data to formulate
goals.
SLS writes individualized
measurable goals to meet
students’ needs.
Therapist is able to
communicate to parents
and/or staff members the
rational for the targeted goal
areas.
Therapist shares responsibility
for related academic goals.
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SLS is able to effectively communicate
to parents, staff members, and/or
students the reasoning for the
formulation of individual goals and
objectives.
SLS annually writes goals and amends
IEP as needed based upon student
progress and input from other
colleagues outside the therapy setting.
Therapist is able to effectively
communicate to parents, students (as
appropriate), and related staff
members the rational for the targeted
goal areas.
Therapist shares responsibility for
related academic goals and
collaborates with team members to
maximize student success.
Bremen HS District #228 3
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 1c: Demonstrating knowledge of district, state, and federal regulations and guidelines
Unsatisfactory
Specialist demonstrates little or no
knowledge of special education
laws and procedures.
Critical Attributes
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
Needs Improvement
Specialist demonstrates basic
knowledge of special education
laws and procedures.
SLP demonstrates little or no
understanding of special
education law in relation to IEP
process and related paperwork
SLP cannot explain procedures
to others (i.e. parents,
teachers, administrators, etc.
Sample Artifacts:
 Professional Development
 IEP annual reviews
 ASHA Certificate Renewal
 Professional Practice Laws
 Certificate of Clinical Competence
 Planning Conference Questions #2 and 9
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SLP demonstrates limited
understanding of special
education law in relation to
IEP process and related
paperwork
SLP can explain some
procedures to others (i.e.
parents, teachers,
administrators, etc.)
Proficient
Excellent
Specialist demonstrates thorough
knowledge of special education laws
and procedures.
Specialist’s knowledge of special
education laws and procedures is
extensive; specialist takes a leadership
role in reviewing and revising district
policies.
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SLP demonstrates
understanding of special
education law in relation to IEP
process and related paperwork
SLP can explain procedures to
others
SLP is proactive in developing
their own understanding and
asks for assistance when
needed.
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SLP demonstrates thorough
understanding of special education
law in relation to IEP process and
related paperwork
SLP is able to explain paperwork
and/or procedures to others (i.e.
parents, teachers, and
administrators, etc.)
SLP is proactive in developing their
own understanding and assists
others.
Bremen HS District #228 4
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 1d: Demonstrating knowledge of resources, both within and beyond the school and district
Unsatisfactory
Specialist demonstrates little or
no knowledge of resources for
students available through the
school or district.
Critical Attributes
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Needs Improvement
Specialist demonstrates basic
knowledge of resources for
students available through the
school or district.
SLP uses only school or
district-provided materials,
even when more variety
would assist some
students.
SLP does not seek out
resources available to
expand his/her own skill.
Although the SLP is aware
of some student needs,
he/she does not inquire
about possible resources.
Sample Artifacts:
 List of referrals
 Summary of performance
 Correspondence with parents
 Planning Conference Questions #3 and 9
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SLP uses materials within the
school or district but does not
search beyond the school or
district for resources.
SLP participates in workshops
offered by the school and
district but does not pursue
other professional
development.
SLP locates materials and
resources for students that are
available through the school
and district but does not
pursue any other avenues.
Proficient
Excellent
Specialist demonstrates thorough
knowledge of resources for students
available through the school or
district and some familiarity with
resources outside the district.
Specialist demonstrates extensive
knowledge of resources for students
available through the school or
district and in the larger community.
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Resources are at varied levels.
SLP facilitates the use of
Internet resources.
Resources are multidisciplinary.
SLP expands his/her knowledge
through professional learning
groups and organizations.
SLP provides lists of resources
outside the school for students
to draw on.
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Resources are matched to
student skill level.
SLP maintains a log of resources
for student reference.
SLP pursues apprenticeships to
increase discipline knowledge.
SLP facilitates student contact
with resources outside the
school.
Bremen HS District #228 5
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 1e: Planning the therapy program, integrated with the regular school program, to meet the needs of individual students
Unsatisfactory
Therapy program consists of a
random collection of unrelated
activities, lacking coherence or an
overall structure.
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Critical Attributes
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There is no evidence of a
plan for the therapy
program
Learning activities are
unrelated and/or not well
aligned to the goals of the
therapy program.
Materials are not engaging
or do not meet the goals of
the therapy program
Instructional groups do not
support learning.
Plans are not structured or
sequenced and are
unrealistic in their
expectations.
There is no integration with
the regular school program.
Needs Improvement
Specialist’s plan has a guiding
principle and includes a number of
worthwhile activities, but some of
them don’t fit with the broader
goals.
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Guiding principle (s) exist for
the therapy program
Learning activities are
moderately challenging.
Learning resources are suitable,
but there is limited variety.
Instructional groups are
random, or they only partially
support the goals of the therapy
program.
Learning activities are uneven
or don’t fit with broader goals.
There is minimal integration
with the regular school
program.
Proficient
Specialist has developed a plan that
includes the important aspects of
work in the setting.
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Plan exists that includes
important aspects of the
therapy program.
Learning activities are matched
to the goals of the therapy
program.
Learning activities provide
opportunity for higher-level
thinking and planning.
Instructional student groups are
organized thoughtfully to
maximize learning and build on
students’ strengths.
The plan for the therapy
program is well structured, with
reasonable time allocations.
There is some integration with
the regular school program.
Excellent
Specialist’s plan is highly coherent
and preventive and serves to
support students individually,
within the broader educational
program.
 Plan supports students
individually and in groups
 Learning activities permit
student choice.
 Learning experiences and
activities connect to the
broader educational program.
 The plan for the therapy
program differentiates for
individual student needs.
 There is full integration with
the regular school program.
Sample Artifacts:
 Schedule for push-in services
 Lessons and/or materials (assessment, activities, etc.) put together by speech pathologist for the teacher to use in the classroom to address the students’
goals
 Planning Conference Questions #2, 3, 4, 6 and 9
Bremen HS District #228 6
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 1f: Developing a plan to evaluate the therapy program
Unsatisfactory
Needs Improvement
Specialist has no plan to
evaluate the program or resists
suggestions that such an
evaluation is important.
Specialist has a rudimentary plan to
evaluate the therapy program.
Critical Attributes
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Therapist does not use a
system for assessing
therapeutic outcome.
Therapist does not collect
necessary data.
Therapist does not modify
goals and objectives based
on student progress.
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Sample Artifacts:
 Planning sessions for groups
 Speech update form
 Reflection notes
 Planning Conference Questions #7 and 9
Therapist uses an ineffective
system for assessing
therapeutic outcome.
Therapist collects minimal or
irrelevant data.
Therapist inconsistently
modifies goals and objectives
based on student progress
Proficient
Specialist’s plan to evaluate the
program is organized around clear
goals and the collection of evidence
to indicate the degree to which the
goals have been met.
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Therapist uses an appropriate
system for assessing therapeutic
outcome.
Therapist accurately collects data
to reflect student progress.
Therapist modifies goals and
objectives based on student
progress.
Excellent
Specialist’s evaluation plan is highly
sophisticated, with imaginative
sources of evidence and a clear path
toward improving the program on an
ongoing basis.
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Therapist uses an effective system
for assessing therapeutic outcome
across educational settings.
Therapist accurately collects
relevant data and shares findings
with student, as appropriate.
Therapist modifies goal and
objectives based on data from
multiple sources including student
feedback.
Bremen HS District #228 7
Speech Pathologist Rubric 2014 - Draft
DOMAIN 2: THE ENVIRONMENT
Performance Levels
Component 2a: Establishing rapport with students
Unsatisfactory
Specialist’s interactions with
students are negative or
inappropriate; students appear
uncomfortable in the testing and
treatment center.
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Critical Attributes
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Specialist’s interaction with
some students is negative.
Specialist is demeaning,
sarcastic or inappropriate.
Specialist does not provide
redirection or correction when
students make negative
comments or demonstrate
inappropriate behaviors.
Sample Artifacts:
 Observed through groups
 Notes from students
 Materials that are currently relevant
 Planning Conference Questions #5 and 8
Needs Improvement
Specialist’s interactions are a mix of
positive and negative; the
specialist’s efforts at developing
rapport are partially successful.
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
Specialist demonstrates
inconsistent redirection or
correction when students make
negative comments or
demonstrate inappropriate
behaviors.
Specialist’s effort to establish
rapport is partially successful by
demonstrating a mix of positive
and negative interactions with
students.
Proficient
Specialist’s interactions with
students are positive and
respectful; students appear
comfortable in the testing and
treatment center.
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Specialist demonstrates
consistent redirection or
correction when students make
negative comments or
demonstrate inappropriate
behaviors.
Specialist uses positive and
consistent language in
interactions with students.
Specialist establishes rapport
by demonstrating general
warmth, caring and respect for
all students.
Excellent
Students seek out the specialist,
reflecting a high degree of comfort
and trust in the relationship.
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Specialist’s interactions
demonstrate genuine caring
and respect for individual
students.
Students will seek out
Specialist to share information
with them.
Specialist establishes and
maintains rapport by
demonstrating knowledge of
the student’s interests in and
out of the school
environment.
Bremen HS District #228 8
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 2b: Organizing time effectively
Unsatisfactory
Needs Improvement
Proficient
Excellent
Specialist exercises poor
judgment in setting priorities,
resulting in confusion, missed
deadlines, and conflicting
schedules.
Specialist’s time-management skills
are moderately well developed;
essential activities are carried out,
but not always in the most efficient
manner.
Specialist exercises good judgment
in setting priorities, resulting in
clear schedules and important
work being accomplished in an
efficient manner.
Specialist demonstrates excellent timemanagement skills, accomplishing all tasks
in a seamless manner; teachers and
students understand their schedules.
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Critical Attributes
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SLP does not establish
priorities.
SLP does not develop a
daily schedule.
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SLP has difficulty establishing
priorities, resulting in
disruption of other workload
responsibilities.
SLP develops a daily schedule
that is not flexible and does not
allow completion of all work
duties.
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SLP establishes priorities which
are based on student needs
SLP develops and utilizes a
daily schedule that is flexible to
allow completion of all work
duties.
SLP uses time appropriately
when faced with schedule
conflicts (i.e. school events,
absent students).
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Sample Artifacts:
 Outlook calendar
 Schedule
SLP establishes priorities which are
based on student needs and other
workload responsibilities (i.e.
evaluations, IEP meetings, writing
reports, team meetings/schedules).
SLP develops and utilizes a daily
schedule that is flexible to allow
completion of all work duties which is
communicated to teachers and students
in a manner that is easily understood.
SLP is able to anticipate schedule
changes and makes adjustments as
needed (i.e. field trips, school
improvement days, school drills).
SLP goes above and beyond with
creative scheduling when needed.
Bremen HS District #228 9
Speech Pathologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 2c: Establishing and maintaining clear procedures for referrals
Unsatisfactory
Needs Improvement
Proficient
Excellent
No procedures for referrals have
been established; when teachers
want to refer a student for special
services, they are not sure how to go
about it.
Specialist has established
procedures for referrals, but the
details are not always clear.
Procedures for referrals and
for meetings and consultations
with parents and
administrators are clear to
everyone.
Procedures for all aspects of referral and
testing protocols are clear to everyone
and have been developed in consultation
with teachers and administrators.
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SLP does not have a procedure for
referrals.
SLP does not communicate with
teachers and administrators.
Sample Artifacts:
 RtI process
 Domain for evaluations
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SLP has procedure for
referrals.
SLP does not always follow
through with set procedures.
SLP does not always
communicate procedures
with staff and administrators.
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SLP has establishes and
maintains a consistent
procedure for referrals.
SLP informs staff and
administrators of proper
procedures.
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SLP establishes and maintains a
consistent procedure for referrals.
SLP informs staff of proper
procedures.
SLP seeks feedback from teachers and
administrators.
SLP utilizes feedback to review and
revise procedures when necessary.
Bremen HS District #228 10
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 2d: Establishing standards of conduct in the treatment center
Unsatisfactory
Needs Improvement
No standards of conduct have
been established, and specialist
disregards or fails to address
negative student behavior
during evaluation or treatment.
Standards of conduct appear to have
been established for the testing and
treatment center. Specialist’s attempts
to monitor and correct negative
student behavior during evaluation and
treatment are partially successful.
Critical Attributes
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SLP has not established a
standard of conduct.
Student behavior is not
monitored.
SLP does not respond to
student behavior.
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Sample Artifacts:
 Expectations
 Rules for groups
 Exit slip (student feedback form)
 Planning Conference Questions #4, 5 and 8
SLP has established standards of
conduct for most situations.
SLP is usually aware of students’
behavior.
SLP attempts to respond to student
misbehavior but with inconsistent
results.
Proficient
Standards of conduct have been
established for the testing and
treatment center. Specialist
monitors student behavior against
those standards; response to
students is appropriate and
respectful.
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SLP has established standards of
conduct that are clear to all
students.
SLP is aware of students
behavior at all times.
SLP’s response to student’s
behavior is appropriate and
successful (both positive and
negative behaviors).
Excellent
Standards of conduct have been
established for the testing and
treatment center. Specialist’s
monitoring of students is subtle
and preventive, and students
engage in self-monitoring of
behavior.
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SLP has established standard of
conduct that are clear and may
have been developed with
student input.
SLP’s monitoring of student
behavior is subtle and
strategies are implement to
maintain positive behaviors.
SLP’s response to behavior is
highly effective and sensitive to
students’ needs.
Bremen HS District #228 11
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 2e: Organizing physical space for testing of students and providing therapy
Unsatisfactory
Needs Improvement
Proficient
Excellent
The testing and treatment center is
disorganized and poorly suited to
working with students. Materials
are usually available.
The testing and treatment center is
moderately well organized and
moderately well suited to working
with students. Materials are difficult
to find when needed.
The testing and treatment center is
well organized; materials are
available when needed.
The testing and treatment center is
highly organized and is inviting to
students. Materials are convenient
when needed.
Critical Attributes
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SLP fails to provide a safe,
welcoming environment for
staff/students/parents.
SLP positions students and
materials in a manner that is
distracting or disruptive.
SLP does not arrange or modify
room furniture for students
with physical disabilities.
Materials are not readily
available.
Available technology is not
being used.
Sample Artifacts:
 Planning Conference Questions #5 and 8
 Reflection Conference Question #3
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SLP ineffectively provides a safe,
welcoming environment for
staff/students/parents.
SLP positions students and
materials in a manner that is
somewhat distracting.
SLP ineffectively arranges or
modifies room furniture for
students with physical
disabilities.
Limited materials are available.
SLP makes limited use of
available technology.
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SLP attempts to provide a safe,
welcoming environment for
staff/students/parents.
SLP attempts to position
students and materials in order
to limit distractions during
testing or therapy.
SLP attempts to arrange or
modify room furniture for
students with physical
disabilities.
Materials are readily available.
SLP makes appropriate use of
available technology.
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SLP provides a safe, welcoming
environment for
staff/students/parents.
SLP positions students and
materials in order to limit
distractions during testing or
therapy.
SLP arranges or modifies room
furniture for students with
physical disabilities.
Materials are readily accessible
and/or managed by student.
SLP is highly skilled in the use
of available technology.
Bremen HS District #228 12
Speech Pathologist Rubric 2014 - Draft
DOMAIN 3: DELIVERY OF SERVICE
Performance Levels
Component 3a: Responding to referrals and evaluating student needs
Unsatisfactory
Specialist fails to respond to
referrals or makes hasty
assessments of student needs.
Critical Attributes
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
SLP does not follow up on
referrals.
SLP completes screening/
assessments of students but
gives no consideration to
identified needs.
Sample Artifacts:
 RtI process
 IEP’s
 Eligibility paperwork
Needs Improvement
Proficient
Specialist responds to referrals
when pressed and makes adequate
assessments of student needs.
Specialist responds to referrals and
makes thorough assessments of
student needs.


SLP follows up on referrals after
several reminders
SLP completes screening/
assessments of students but not
always based on identified
concerns.
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
SLP follows up on referrals once
brought to their attention in a
timely manner.
SLP completes thorough
screening/ assessment of
student based off identified
concerns.
Excellent
Specialist is proactive in responding
to referrals and makes highly
competent assessments of student
needs.
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SLP follows up on referrals
promptly.
SLP completes thorough
screening/ assessment of student
based off identified concerns.
SLP gathers background
information regarding students.
SLP communicates with team
regarding student needs and
strengths.
Bremen HS District #228 13
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 3b: Developing and implementing treatment plans to maximize students’ success
Unsatisfactory
Needs Improvement
Specialist fails to develop treatment
plans suitable for students, or plans
are mismatched with the findings of
assessments.
Specialist’s plans for students are
partially suitable for them or
sporadically aligned with
identified needs.
Critical Attributes
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
Therapist does not use clinical
judgment when using therapy
materials.
Therapy materials, strategies,
and/or services are inappropriate
for age and development.
Services do not reflect student
needs and IEP minutes.
Sample Artifacts:
 IEP goals
 Objectives
 Quarterly updates
 Materials that are culturally relevant
 Planning Conference Question #8
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Therapist randomly selects
therapy materials.
Therapy materials, strategies,
and/or services are
sometimes appropriate for
age and development.
Most services reflect student
needs and IEP minutes.
Proficient
Specialist’s plans for students
are suitable for them and are
aligned with identified needs.

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
Therapist uses appropriate
clinical judgment when
selecting therapy
materials.
Therapy materials,
strategies, and/or services
are appropriate for age and
development.
Services correlate with
student’s academic and
functional needs,
accurately reflecting IEP
minutes.
Excellent
Specialist develops comprehensive plans
for students, finding ways to creatively
meet student needs and incorporate
many related elements.
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
Therapist demonstrates a skillful
approach to selecting therapy
materials.
Therapy materials, strategies, and/or
services are appropriate to age and
development, as well as contribute to
progress across the educational
setting.
Services correlate with academic and
functional need, include student
input, and change in response to
need, while still reflecting IEP
minutes.
Bremen HS District #228 14
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 3c: Communicating with families
Unsatisfactory
Needs Improvement
Proficient
Excellent
Specialist fails to communicate
with families and secure
necessary permission for
evaluations or communicates
in an insensitive manner.
Specialist’s communication with
families is partially successful;
permissions are obtained, but there
are occasional insensitivities to
cultural and linguistic traditions.
Specialist communicates with
families and secures necessary
permission for evaluations, doing so
in a manner sensitive to cultural
and linguistic traditions.
Specialist secures necessary permissions
and communicates with families in a
manner highly sensitive to cultural and
linguistic traditions. Specialist reaches
out to families of students to enhance
trust.
Critical Attributes
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SLP does not get secure
permission for screenings
and/or evaluations.
SLP does not communicate
with family.
SLP is not respectful and
responsive to cultural and
linguistic traditions.
Sample Artifacts:
 IEP goals
 PLAAFP’s
 Quarterly updates
 Emails
 Letters
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SLP secures permission for
screenings and/or evaluations.
SLP does communicate with
family occasionally.
SLP is not always respectful and
responsive to cultural and
linguistic traditions.
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SLP secures permission for
screenings and/or evaluations.
SLP communicates with family
on a regular basis.
SLP is respectful and responsive
to cultural and linguistic
traditions.




SLP secures permission for
screenings and/or evaluations.
SLP communicates with family in
native language if possible.
SLP is always respectful and
responsive to cultural and linguistic
traditions.
SLP initiates and maintains two way
communications with families.
Bremen HS District #228 15
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 3d: Collecting information; writing reports
Unsatisfactory
Specialist neglects to collect
important information on which
to base treatment plans; reports
are inaccurate or not appropriate
to the audience.
Critical Attributes



Data collection is absent
and/or not accurate during
therapy sessions
Reports contain content
errors or no report is written
Reports are written in a
manner with no regard for
the intended audience
Sample Artifacts:
 Speech update form
 Communication logs
 Observation logs
 IEP’s
 Eligibility paperwork
 Reflection Conference Question #2
Needs Improvement
Specialist collects most of the
important information on which to
base treatment plans; reports are
accurate but lacking in clarity and not
always appropriate to the audience.



Data collection is inconsistent
and/or not always accurate during
therapy sessions
Reports contain accurate content
information but may contain other
errors (i.e. student names,
grammar)
Reports are written in a manner
that is not easily understood by
general audiences (i.e. jargon
without explanation, uses
abbreviations).
Proficient
Specialist collects all the
important information on which
to base treatment plans;
reports are accurate and
appropriate to the audience.




Data collection is
consistent and accurate
during therapy sessions
Data collection is relevant
to identified student
needs
Reports contain no errors
Reports are written in a
manner that is easily
understood by general
audiences
Excellent
Specialists is proactive in collecting
important information, interviewing
teachers and parents if necessary;
reports are accurate and clearly
written and are tailored for the
audience.




Data collection is consistent and
accurate during therapy sessions
SLP seeks out additional
information regarding students
success with goals in other
environments
Reports contain no errors and are
well organized
SLP demonstrates the ability to
differentiate reports based on
intended audience (i.e. parents,
doctors, teachers)
Bremen HS District #228 16
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 3e: Demonstrating flexibility and responsiveness
Unsatisfactory
Specialist adheres to the plan or
program, in spite of evidence of
its inadequacy.
Critical Attributes

SLP does not make changes
in therapeutic strategies
even when data supports
need for change.
Sample Artifacts:
 Speech update form
 IEP
 Logs
Needs Improvement
Specialist makes modest changes in
the treatment program when
confronted with evidence of the
need for change.


SLP uses data to evaluate
treatment and occasionally make
changes.
SLP does not use immediate
student feedback during session
to make changes.
Proficient
Excellent
Specialist makes revisions in the
treatment program when they are
needed.
Specialist is continually seeking ways to
improve the treatment program and
makes changes as needed in response
to student, parent, or teacher input.


SLP uses data to evaluate
treatment and make necessary
changes.
SLP immediately is able to
make changes to therapy
during session.




SLP consults with other team
members to enhance treatment.
SLP uses data to evaluate treatment
and make necessary changes.
SLP takes additional data sources
into consideration and revises
treatment plan as needed.
SLP immediately is able to make
changes to therapy during session.
Bremen HS District #228 17
Speech Pathologist Rubric 2014 - Draft
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component 4a: Reflecting on practice
Performance Levels
Unsatisfactory
Specialist does not reflect on
practice, or the reflections are
inaccurate or self-serving.
Critical Attributes



Needs Improvement
Specialist’s reflection on practice is
moderately accurate and objective
without citing specific examples,
and with only global suggestions as
to how it might be improved.
SLP does not assess the
effectiveness of services
provided.
SLP is unable to
communicate personal
strengths and weaknesses
or ways that services can
be improved
SLP makes no suggestions
for improvement
Sample Artifacts:
 Outlook
 Reflection notes
 Reflection Conference Questions #1-7



SLP inconsistently assesses the
effectiveness of services
provided.
SLP ineffectively
communicates personal
strengths and weaknesses or
ways that services can be
improved.
SLP offers general
modifications for future
service.
Proficient
Specialist’s reflection provides an
accurate and objective description
of practice, citing specific positive
and negative characteristics.
Specialist makes some specific
suggestions as to how the therapy
program might be improved.



SLP accurately assesses the
effectiveness of services
provided citing specific
evidence.
SLP is able to effectively
communicate personal
strengths and weaknesses, as
well as ways that services can
be improved.
SLP draws upon appropriate
resources to suggest alternate
strategies to refine own
performance.
Excellent
Specialist’s reflection is highly accurate
and perceptive, citing specific examples
that were not fully successful for at
least some students. Specialist draws
on an extensive repertoire to suggest
alternative strategies.



SLP regularly and accurately
assesses the effectiveness of
services provided citing specific
indicators of effectiveness.
SLP engages in dialogue with
administration and/or colleagues
about personal strengths and
weaknesses, as well as ways that
services can be improved.
SLP’s suggestions for
improvement draw on an
extensive repertoire.
Bremen HS District #228 18
Speech Pathologist Rubric 2014 - Draft
Component 4b: Collaborating with teachers and administrators
Performance
Levels
Unsatisfactory
Specialist is not available to staff for
questions and planning and declines
to provide background material
when requested.
Critical
Attributes


SLP does not communicate
information in response to team
requests
SLP does not provide sufficient
therapy information on students
they service
Sample Artifacts:
 Curriculum Writing Teams
 Logs
 Emails
Needs Improvement
Specialist is available to staff for
questions and planning and
provides background material
when requested.


SLP communicates information
only in response to team
requests
SLP provides team sufficient
information on students when
requested
Proficient
Excellent
Specialist initiates contact with
teachers and administrators to
confer regarding individual cases.
Specialist seeks out teachers and
administrators to confer regarding
cases, soliciting their perspectives on
individual students.


SLP contacts teachers to
consult on student
SLP maintains
communication with team
regarding individual cases


SLP will initiate contact with team
to consult about students
SLP will seek input from team
regarding students strengths and
weaknesses
Bremen HS District #228 19
Speech Pathologist Rubric 2014 - Draft
Component 4c: Maintaining an effective data-management system
Performance Levels
Unsatisfactory
Specialist’s data-management
system is either nonexistent or in
disarray; it cannot be used to
monitor student progress or to
adjust treatment when needed.
Critical Attributes


SLP does not use a data
management system or the
system is disorganized.
Data management system
structure does not provide
necessary information for SLP
to monitor student progress
and/or make changes to
therapy.
Sample Artifacts:
 Emails
 Logs
 File management
 Outlook
 Reflection Conference Question #2
Needs Improvement
Specialist has developed a
rudimentary data-management
system for monitoring student
progress and occasionally uses it
to adjust treatment when
needed.


SLP’s data management
system is basic and not
organized in an efficient
manner.
Data management system
structure does not always
reflect the need for change in
therapy.
Proficient
Excellent
Specialist has developed an
effective data-management system
for monitoring student progress
and uses it to adjust treatment
when needed.
Specialist has developed a highly
effective data-management system for
monitoring student progress and uses it
to adjust treatment when needed.
Specialist uses the system to
communicate with teachers and
parents.


SLP’s data management system
is organized and easily
accessible.
Data management system
allows the SLP to monitor
student progress and
implement changes when
necessary.



SLP’s data management system is
organized and easily accessible.
Data management system allows the
SLP to monitor student progress and
implement changes when necessary
SLP data management system is
.structured in a way that promotes
efficient communication with
teachers and parents.
Bremen HS District #228 20
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 4d: Participating in a professional community
Unsatisfactory
Needs Improvement
Proficient
Specialist’s relationships with
colleagues are negative or selfserving, and specialist avoids being
involved in school and district
events and projects.
Specialist’s relationships with
colleagues are cordial, and
specialist participates in school and
district events and projects when
specifically asked to do so.
Specialist participates actively in
school and district events and
projects and maintains positive and
productive relationships with
colleagues.

Critical Attributes



Therapist does not take
feedback from supervisors
and/or colleagues.
Therapist does not share
knowledge or assume
responsibilities, avoiding
professional culture or
becoming involved.
Therapist’s relationships are
negative or self-serving.
Therapist avoids participation
in district events and projects.




Therapist incorporates
feedback from supervisors
and/or colleagues in a limited
way.
Therapist inconsistently shares
knowledge or assumes
responsibilities, and is
somewhat involved in
professional culture.
Therapist’s relationships with
colleagues is cordial, to fulfill
district duties.
Therapist participates in district
events and projects when
asked.




Therapist accepts feedback
from supervisors and/or
colleagues to improve
knowledge and practice.
Therapist actively shares
knowledge or assumes
responsibilities, and is involved
in professional culture.
Therapist’s relationships with
colleagues are mutually
respectful and cooperative.
Therapist volunteers to
participate in district events
and projects.
Excellent
Specialist makes a substantial
contribution to school and district
events and projects and assumes a
leadership role with colleagues.





Sample Artifacts:
 RtI Process
 Consultation with teachers
 Joining professional organizations
 Faculty meetings
 SIP day participation
 Conferences
 Presentation at October Institute





Therapist teaches/leads
professional development
classes, at the district level or
beyond.
Therapist seeks feedback from
supervisors and/or colleagues to
improve knowledge and practice.
Therapist takes leadership roles
in acquiring knowledge, assuming
responsibilities to promote
professional culture.
Therapist’s relationships with
colleagues are mutually
supported and cooperative. SLP is
sought out to share expertise.
Therapist assumes leadership in
at least one district event or
project.
Curriculum writing
Collaboration with colleagues
Mentoring/sharing knowledge and resources
Building relations in professional community
School events/volunteering
Sharing resources – handouts, teaching materials, PowerPoints, websites,
workshops
Bremen HS District #228 21
Speech Pathologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 4e: Engaging in professional development
Unsatisfactory
Specialist does not participate in
professional development
activities, even when such
activities are clearly needed for
the development of skills.
 SLP is not involved in any activity
that might enhance knowledge
or skill.
 SLP purposefully resists
discussing performance with
supervisors or colleagues.
 SLP ignores invitations to join
professional organizations or
attend conferences.
Sample Artifacts:
 Conferences
 SIP meetings
 Joining professional organizations
 SSSHA meetings
 ISHA Workshops
 Cohorts/taking classes
 Trying new things in the classroom
 Reflection logs
 Observing colleagues
 ASHA
Needs Improvement
Proficient
Excellent
Specialist’s participation in
professional development activities
is limited to those that are
convenient or are required.
Specialist seeks out opportunities
for professional development
based on an individual assessment
of need.
Specialist actively pursues professional
development opportunities and makes
a substantial contribution to the
profession through such activities as
offering workshops to colleagues.
 SLP participates in professional
activities when they are required
or provided by the district.
 SLP reluctantly accepts feedback
from supervisors and colleagues.
 SLP contributes in a limited
fashion to professional
organizations.









 SLP seeks regular opportunities
for continued professional
development.
 SLP welcomes colleagues and
supervisors into the classroom
for the purposes of gaining
insight from their feedback.
 SLP actively participates in
organizations designed to
contribute to the profession.
Online communities (web 2.0)
Webinars
CPDU Certificates
Transcripts
Goals
UbD units
PowerPoints or handouts from presentations
Advanced degrees
Published articles/books
 SLP seeks regular opportunities for
continued professional development,
including initiating action research.
 SLP actively seeks feedback from
supervisors and colleagues.
 SLP takes an active leadership role in
professional organizations in order to
contribute to the profession.
Bremen HS District #228 22
Speech Pathologist Rubric 2014 - Draft
Performance Levels
Component 4f: Showing professionalism, including integrity, advocacy, and maintaining confidentiality
Unsatisfactory
Specialist displays dishonesty
in interactions with colleagues,
students, and the public and
violates principles of
confidentiality.
Critical Attributes




SLP is dishonest.
SLP does not notice the
needs of students.
SLP engages in practices
that are self-serving.
SLP willfully rejects school,
district and/or cooperative
regulations.
Needs Improvement
Specialist is honest in interactions
with colleagues, students, and the
public, plays a moderate advocacy
role for students, and does not
violate norms of confidentiality.





SLP is honest.
SLP notices the needs of students
but is inconsistent in addressing
them.
SLP does not notice that some
school practices result in poor
conditions for students.
SLP makes decisions
professionally, but on a limited
basis.
SLP minimally complies with
school, district and/or
cooperative regulations.
Sample Artifacts:
 Maintaining good peer relationships
 Curriculum writing
 Respectful interactions
 Connecting with colleagues to plan
 IEP meetings
 RtI meetings; PPS meetings
 Modeling professional behavior for students
 Advocate for students – decision making ability








Proficient
Excellent
Specialist displays high standards of
honesty, integrity, and confidentiality
in interactions with colleagues,
students, and the public and
advocates for students when needed.





SLP is honest and known for
having high standards of integrity.
SLP actively addresses student
needs.
SLP actively works to provide
opportunities for student success.
SLP willingly participates in team
and departmental decision
making.
SLP complies completely with
school, district and/or
cooperative regulations.
Achieving common goals
Being consistent – demonstrate fairness
Committee participation
Proper communication
Timely response to correspondence
Joining professional organizations
Professional attire/dress
Responding to student/parent needs or
concerns






Specialist can be counted on to hold
the highest standards of honesty,
integrity, and confidentiality and to
advocate for students, taking a
leadership role with colleagues.





SLP is considered a leader in terms
of honesty, integrity and
confidentiality.
SLP is highly proactive in serving
students.
SLP makes a concerted effort to
ensure opportunities are available
for all students to be successful.
SLP takes a leadership role in team
and departmental decision
making.
SLP takes a leadership role
regarding school, district and/or
cooperative regulations.
Timeliness and punctuality
Attentiveness at meetings
Attendance at school and meetings
Respectful to students
Sharing information
Returning phone calls