Performance Evaluation for Occupational Therapists and Physical Therapists North Carolina Department of Public Instruction Exceptional Children Division

Understand rubric standards, descriptors and artifacts Apply performance evaluation process to LEA calendar and process Create LEA implementation plan for evaluation of OTs and PTs Objectives:

Year-long collaborative effort among: –NCDPI Exceptional Children and Educator Effectiveness Division staff –LEA therapy experts Core writing teams Review panels –Consultants from Research and Evaluation Associates Part of Race to the Top evaluation system redesign Endorsed by NC Board of Education – June, 2013 Implementation – school year Development of Instruments

Existing LEA performance evaluations NCDPI consultant resources NCDPI OT and PT job descriptions RttT evaluations already approved/in use for other disciplines Ongoing literature review Published school-based PT competencies Sources

Vision for School-based Therapists Demands of 21st Century education dictate new roles for school-based therapists Services help students succeed academically, functionally, socially, and emotionally Therapists collaborate to: –create safe, healthy, and supportive learning environments for all students –alleviate barriers to learning –strengthen connections between student, school, home, and community

Therapist Evaluation Process Designed to promote: –effective leadership –quality services –student learning –professional growth Serves as foundation for : –creating professional goals –identifying professional development needs Designed to be flexible and fair Better therapistsBetter services Better student outcomes

Therapist Evaluation Process Orientation Self- Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Summary Evaluation Conference Conducted by Licensed Therapist TODAY’S TRAINING End of school year End of school year Middle of school year Middle of school year Beginning of school year Beginning of school year

Who Does What? School-based Therapist Know and understand the Standards Understand the Process Prepare for, and fully participate in, each component of process Gather data, artifacts, and other evidence to support performance in relation –Standards –Progress in attaining goals Develop and implement strategies to improve personal performance/attain goals

Who Does What? Evaluator Have sufficient understanding of therapy profession and practice to effectively guide the evaluation process Know and understand the Therapist Standards Supervise approved Evaluation Process Identify the Therapist’s strengths and areas for improvement Make recommendations for improving performance Ensure contents of Evaluation Report contains accurate information and reflects therapist performance Develop and supervise implementation of action plans as appropriate.

Who Does What? Observer Know and understand the Therapist Standards Identify the Therapist’s strengths and areas for improvement Make recommendations for improving performance Ensure contents of Evaluation Report contains accurate information and reflects therapist performance

Observation Options At least one per school year Must be observation of therapy activity, e.g. –Intervention or evaluation session –IEP meeting –Collaborative planning meeting –Presentation by therapist At least 45 minutes or entire session Performance compared to standards

Standards Performance Standard – The broad category of the therapist’s knowledge and skills. Guide continuous improvement of therapist effectiveness Guide development of skills and knowledge germane to school-based therapy Provide focus for LEAs as they employ, support, monitor, and evaluate therapists Assist higher education programs in aligning the content and requirements of curricula with expectations for practice

Elements, Descriptors, and Artifacts Performance Elements –Specific components of practice that are associated with each standard. Performance Descriptors – Address professional practices that therapists should demonstrate during their day-to-day activities. Artifacts –Therapist’s natural work product –Exemplars; not created to satisfy evaluation requirements –Used when evaluator and therapist disagree on final rating

Ratings on Standards Developing: adequate growth during period of performance, but did not demonstrate competence Proficient: consistent competence Accomplished: exceeded basic competence most of the time Distinguished: consistently and significantly exceeded basic competence Not Demonstrated: did not demonstrate competence or adequate growth

Completing the Rubric Score each element separately Start with “Developing” column Mark every descriptor matching therapist performance for evaluation period Rate each element as lowest rating for which all descriptors are marked and all descriptors below that rating are marked Use combined individual element scores to determine overall standard score Overall ratings should not be determined until summary evaluation conference

STANDARDS & ELEMENTS

Alignment TEACHER STANDARD THERAPIST STANDARD LEADERSHIPLEADERSHIP & COLLABORATION RESPECTFUL ENVIRONMENTS FOR DIVERSE LEARNERS DIVERSITY & ADVOCACY CONTENT KNOWLEDGEAPPLICATION SCHOOL SETTING FACILITATE LEARNING/INSTRUCTIONAL PRACTICE FACILITATE LEARNING/THERAPY PRACTICE REFLECT ON PRACTICEUSE DATA TO EXAMINE PRACTICE

PT Standards and Elements Standard 1: School-based physical therapists demonstrate leadership. PTs: support and promote goals and vision of the district and state use expertise to support student outcomes promote our profession adhere to high ethical standards

OT Standards and Elements Standard 1: School-based occupational therapists demonstrate leadership, advocacy, and collaborative and ethical practice. Elements: –Leadership –Teamwork –Vision –Ethics –Advocacy –Supervision and oversight

PT Standards and Elements Standard 2: School-based physical therapists establish an inclusive and respectful environment for a diverse population of students. PTs: promote individualization communicate effectively advocate for access for all collaborate widely

OT Standards and Elements Standard 2: School-based occupational therapists promote a respectful environment for diverse populations. Elements: –Communication –Least restrictive environment –Diversity

PT Standards and Elements Standard 3: School-based physical therapists implement educationally relevant pediatric (ages 3 to 21) physical therapy. PTs: produce appropriate and timely documentation connect work to the NC Standard Course of Study address individual students needs to promote successful transitions

OT Standards and Elements Standard 3: School-based occupational therapists apply the skills and knowledge of their profession within educational settings. Elements: –Program administration and management –Policies and laws –Work behaviors

PT Standards and Elements Standard 4: School-based physical therapists support learning by practicing educationally relevant physical therapy to facilitate student participation and access in the least restrictive learning environment. PTs: provide effective and efficient services individualize assessment methods effectively plan service delivery promote safety, wellness, access and participation

OT Standards and Elements Standard 4: School-based occupational therapists facilitate student learning for optimal student performance and functional independence. Elements: –Common Core and Essential Standards –Evidence-based practice –Evaluation and identification –Planning and intervention

PT Standards and Elements Standard 5: School-based physical therapists reflect on their current practice and demonstrate an increasing knowledge base, life-long learning, and professional development. PTs: employ data effectively pursue professional growth thoughtfully

OT Standards and Elements Standard 5: School-based occupational therapists use all available data to examine their effectiveness and to adapt and improve professional practice. Elements: –Professional development –Outcomes

Self-Assessment Personal reflection about one’s professional practice conducted without input from others Opportunity to: –reflect on capabilities/past performance with respect to achieving the state’s standards –anticipate next levels of performance –articulate professional development, coaching, and mentoring needs May be used as basis for discussions with evaluator to: –clarify performance expectations –set goals –plan professional development and program changes –provide input to the final, end-of-year ratings Completed at beginning of school year and updated throughout year

Summary Evaluation Conference Includes: Evaluator assessment of therapist performance over course of year Therapist self-assessment (optional but recommended) Most recent Professional Development Plan (PDP) Documented progress on PDP goals Observation(s) data Artifacts submitted or collected during process Other evidence of the therapist’s performance

Functions of Summary Evaluation Yield rating for: –each element –overall rating of each standard Provide written comment on any element marked “Not Demonstrated” Review completed Therapist Summary Rating Form Provide therapist with opportunity to add comments to the Summary Rating Form Secure evaluator and therapist signature on: –Record of Therapist Evaluation Activities –Therapist Summary Rating Form

Professional Development Plans Developed by therapist based on Summary Evaluation data Guides improvement on specific standards during subsequent school year Includes goals, activities, and timeline Discussed with and approved by evaluator

QUESTIONS & CLARIFICATION Evaluation Link: bin/qwebcorporate.dll?idx=UMVUD6