1 Colo. Code Regs. § 301-87-4.00

Current through Register Vol. 47, No. 22, November 25, 2024

Section 1 CCR 301-87-4.00 - SPECIAL SERVICES PROVIDERS: DEFINITION OF EFFECTIVENESS, QUALITY STANDARDS, AND PERFORMANCE EVALUATION RATINGS

4.1Definition of Special Services Providers Effectiveness. Effective SSPs in the state of Colorado are vital members of the education team and have the knowledge and skills necessary to ensure that diverse student populations have equitable access to academic instruction and participation in school-related activities. Effective SSPs develop and/or implement evidence- based services or specially designed instruction to meet the unique needs of their students. They support growth and development to close achievement gaps and prepare students for postsecondary and workforce success. They have a deep understanding of the interconnectedness of the home, school and community and collaborate with all members of the education team to strengthen those connections. Through reflection, advocacy, and leadership, they enhance the outcomes and development of their students.

4.2Special Services Providers Quality Standards. The SSP Quality Standards outline the knowledge and skills required for effective special services providers practice and will be used to evaluate SSPs in the state of Colorado. All school districts and BOCES must base their evaluations of SSPs on the full set of SSP Quality Standards and associated detailed descriptions of knowledge and skills (also known as "Elements"). School districts and BOCES must either adopt the state Quality Standards and Elements or adopt a locally developed set of quality standards and elements that meet or exceed the state standards and elements, as determined by the Department. While there is a single set of SSP Quality Standards which apply to all licensure categories of SSPs, school districts and BOCES must ensure that the tools used to evaluate these providers adequately differentiate the Professional Practices for each category of SSP.

4.2 (A)Quality Standard I: Special services providers demonstrate mastery of and expertise in the domain for which they are responsible.

4.2 (A) (1)Element A: Special services providers provide services aligned with state and federal laws, local policies and procedures, Colorado Academic Standards, their district's organized plans of instruction and the individual needs of their students.

4.2 (A) (2)Element B: Special services providers demonstrate knowledge of effective services that reduce barriers to and support learning.

4.2 (A) (3)Element C: Special services providers demonstrate knowledge of their professions and integrate evidence-based practices and research findings into their services.

4.2 (B)Quality Standard II: Special services providers support or establish safe, inclusive, and respectful learning environments for a diverse population of students.

4.2 (B) (1)Element A: Special services providers foster a safe, accessible, and predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.

4.2 (B) (2)Element B: Special services providers understand and respond to diversity within the home, school, and community.

4.2 (B) (3)Element C: Special services providers engage students as individuals with diverse needs and interests, across a range of ability levels by adapting services for the benefit of students.

4.2 (B) (4)Element D: Special services providers work collaboratively with the families, and/or significant adults for the benefit of students.

4.2 (C)Quality Standard III: Special services providers plan and deliver effective services in an environment that facilitates learning for their students.

4.2 (C) (1)Element A: Special services providers apply knowledge of the ways in which learning takes place, including the appropriate levels of intellectual, physical, social, and emotional development of their students.

4.2 (C) (2)Element B: Special services providers utilize formal and informal assessments to inform planning and service delivery.

4.2 (C) (3)Element C: Special services providers integrate and utilize appropriate available technology to engage students in authentic learning experiences.

4.2 (C) (4)Element D: Special services providers establish and communicate high expectations and use strategies to support the development of critical- thinking, problem-solving skills, and self-advocacy.

4.2 (C) (5)Element E: Special services providers develop and implement services related to student needs, learning, and progress towards goals.

4.2 (C) (6)Element F: Special services providers model and promote effective communication.

4.2 (D)Quality Standard IV: Special services providers demonstrate professionalism through ethical conduct, reflection, and leadership.

4.2 (D) (1)Element A: Special services providers demonstrate high standards for ethical and professional conduct.

4.2 (D) (2)Element B: Special services providers link professional growth to their professional goals.

4.2 (D) (3)Element C: Special services providers are able to respond to a complex, dynamic environment.

4.2 (D) (4)Element D: Special service providers demonstrate leadership and advocacy in the school, the community, and their profession.

4.3Performance Evaluation Ratings for Special Services Providers. The following four Performance Evaluation Ratings for SSPs must be used statewide: ineffective, partially effective, effective, and highly effective.

The Department must develop a scoring method for assigning ratings as a part of the State Model System and must provide guidelines for evaluating SSPs who are consistently rated highly effective. School districts and BOCES may use the scoring method developed by the Department or may adopt their own scoring method, provided they ensure that each of the SSP Professional Practices has a measurable influence on the final Professional Practice score assigned to SSPs. While school districts and BOCES annually must assign a Performance Evaluation Rating to each licensed SSP, school districts and BOCES have discretion to determine how these ratings will be used for purposes of employment contracts, employee retention, and/or the assignment of probationary or nonprobationary status, if applicable.

Supervisors must clearly communicate to SSPs the consequences of each category of Performance Evaluation Rating, including how each SSP's assigned rating contributes to the loss or gain of nonprobationary status for that SSP, if the employer decides in its discretion to award probationary or nonprobationary status to its SSPs.

4.4Local Systems for Evaluating Special Services Providers

4.4 (A) School districts and BOCES are strongly encouraged to involve providers with relevant expertise in the evaluation of each SSP in their first three years of practice, for any evaluation of an SSP that will be relied upon for decisions concerning job protection status, and once for every third annual evaluation for all other SSPs. If a school district or BOCES chooses to involve such providers, the following practices are recommended:

4.4 (A) (1) The participation of such providers may consist of observations, review of documents or data relevant to the evaluation, interviews with educators, parents, and/or students, and/or any other review that relates to the performance of the SSP and is appropriate and informative for the evaluation of the SSP.

4.4 (A) (2) For each evaluation in which they participate, school districts and BOCES are encouraged to ensure that such providers have participated in one of the trainings in evaluation skills described in section 5.3 of these rules and meet at least one of the following requirements:

4.4(2) (a) a credential and/or license and work experience in the same domain as the SSP being evaluated;

4.4(2) (b) if currently working in the field, a Performance Evaluation Rating of effective or highly effective; and/or

4.4 (A) (2) (c) thorough knowledge about professional expectations and responsibilities, aligned to the SSP Quality Standards.

4.4 (A) (3) In advance of the SSP's evaluation, the SSP's supervisor is encouraged to establish the role of any expert's participation in the evaluation.

4.4 (A) (4) As a part of the expert's participation in the evaluation process, the expert is encouraged to contribute to actionable feedback for the SSP and must provide the SSP's supervisor(s) with support designed to advance the supervisor(s)'s knowledge of professional expectations and context.

4.4 (B) A school district's or BOCES' policies for evaluating SSPs may reflect a determination that different categories of SSPs or SSPs for whom evaluation results will have greater consequences require varying degrees of evaluation and support.

4.4 (C) In developing their written local system for the evaluation of licensed personnel, school districts and BOCES are encouraged to do the following:

4.4 (C) (1) collaborate with SSPs, including representatives of relevant local associations or federations, if they exist, in the selection of the measures to be used for SSP evaluations, to ensure that these measures are relevant and appropriate;

4.4 (C) (2) include an SSP as a member of the school district's or BOCES' advisory personnel performance evaluation council and the district advisory council described in section 5.2 of these rules;

4.4 (C) (3) gather student perceptions of their support experiences, not only as a measure of professional practice for purposes of formal evaluation, but also to provide SSPs with ongoing, informal feedback; and

4.4 (C) (4) consult with principals in determining the role that SSP final Performance Evaluation Ratings will play in a principal's Performance Evaluation Rating.

4.5Supporting Implementation of Local Systems for Evaluating Special Services Providers.

4.5 (A) The Department will maintain resources that support school districts and BOCES in the design, implementation, and ongoing support of their SSP evaluation systems, and that includes a broad array of materials applicable to multiple SSP contexts.

4.5 (B) The Department is strongly encouraged to establish a pool of providers with field expertise who are willing to support the evaluation of SSPs in the manner described in section 4.4 (A) of these rules. School districts and BOCES may use this pool as a resource if they choose to involve these providers in the evaluation of SSPs.

1 CCR 301-87-4.00

41 CR 14, July 25, 2018, effective 8/14/2018

42 CR 09, May 10, 2019, effective 5/30/2019

46 CR 11, June 10, 2023, effective 6/30/2023