Evaluation Guide to the State of Iowa Teaching StandardsThe University of Iowa College of EducationCedar Rapids Community SchoolsCedar rapids Education Association
for Elementary School Counselors
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 Standard 1Standard 2Standard 3Standard 4Standard 5Standard 6Standard 7Standard 8Index

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Standard 5

Uses a variety of methods to monitor student learning.

Criteria: The Teacher

Elementary Counseling Services

a. Aligns classroom assessment with instruction.

         Shares performance/progress information with parents, students, and teachers as necessary

         Interprets tests for parents, students and teachers

         Provides classroom observations

 

b. Communicates assessment criteria and standards to. all students and parents.

         Participates in parent/teacher conferences, IEP meetings and home visits

         Interprets tests and assessments for parents and students

         Works with students on organizational, study and test taking skills

         Interprets test scores, levels, progress monitoring, and benchmarks

 

c. Understands and uses the results of multiple assessments to guide planning and instruction. DRPs and test scores.

         Participates on IDM teams

         Shares performance/progress information with parents, students, and teachers as necessary

         Initiates, coordinates, and facilitates testing (ITBS, CoGAT, Academic/Psychological testing)

d. Guides students in goal setting and assessing their own learning.

         Assists in student goal setting

         Counsels students regarding classroom behaviors, work completion, academic areas and personal concerns

         Models and reinforces appropriate student behaviors for school success (life skills, cooperation, work completion, promptness, time management, responsibility, etc.)

         Works with students on organizational, study and test taking skills

 

e. Provides substantive, timely, and constructive feedback to students and parents.

         Advises parents and staff regarding student behavior, social interaction skills and emotional well-being

         Shares performance/progress information with parents, students, and teacher as necessary

 

f. Works with other staff and building and district leadership in analysis of student progress.

         Initiates the process of evaluation for special services (IDM Model, referrals to Child Study Teams)

         Participates in Instructional Decision Making process