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Rebekah Hall
Student
General Information
Status Submitted at 2016-11-14 07:54 SPED ST
Student: Rebekah Hall (rebekahannehall@tamu.edu)
University Supervisor: Kim Gaddis (ksun50@earthlink.net)
Principal: TJ Hall (tj.hall@humble.k12.tx.us)
Mentor/Cooperating Teacher: Lisa Arnold (lisa.arnold@humble.k12.tx.us)
District: Humble

School: Pine Forest

Grade Level: E

Subject: Interventionist

Internship Start: 2016-08-22

SPED ST

Special Education Mid-point/Summative Evaluation

Summative Evaluation
Question

Answer

Comments

Student Participation in the Learning Process

Students are almost always actively engaged and successful in learning. (Exceeds Expectations)
Students are usually actively engaged and successful in learning. (Meets Expectations)
Students are sometimes actively engaged and successful in learning. (Growth in Progress)
Students are rarely actively engaged and successful in learning. (Needs Significant Improvement)
ST often uses appropriate questioning and scaffolding techniques. (Exceeds Expectations)
ST sometimes uses appropriate questioning and scaffolding techniques. (Meets Expectations)
ST rarely uses appropriate questioning and scaffolding techniques. (Growth in Progress)
ST does not use appropriate questioning and scaffolding techniques. (Needs Significant Improvement)
Students are often able to connect learning to prior knowledge and real world examples. (Exceeds Expectations)
Students are able to connect learning to prior knowledge and real world examples. (Meets Expectations)

Students occasionally are able to connect learning to prior knowledge and real world examples. (Growth in Progress)
Students are unable to connect learning to prior knowledge and real world examples. (Needs Significant Improvement)
Comments:

Learner-Centered Instruction: Planning and Preparation

TEKS and IEP goals are consistently incorporated into lesson plans in meaningful ways. (Exceeds Expectations)
TEKS and IEP goals are consistently incorporated into lesson plans. (Meets Expectations)
TEKS and IEP goals are usually incorporated into lesson plans. (Growth in Progress)
TEKS and IEP goals are inconsistently incorporated into lesson plans. (Needs Significant Improvement)
ST exhibits advanced knowledge of subject matter. (Exceeds Expectations)
ST exhibits knowledge of subject matter. (Meets Expectations)
ST exhibits some knowledge of subject matter. (Growth in Progress)
ST exhibits lack of knowledge of subject matter. (Needs Significant Improvement)
Lesson plans consistently reflect differentiated instruction. (Exceeds Expectations)
Lesson plans usually reflect differentiated instruction. (Meets Expectations)
Lesson plans sometimes reflect differentiated instruction. (Growth in Progress)
Lesson plans do not reflect differentiated instruction. (Needs Significant Improvement)
Lesson plans consistently demonstrate creativity and use of a variety of materials/resources. (Exceeds Expectations)
Lesson plans demonstrate creativity and use of a variety of materials/resources. (Meets Expectations)
Lesson plans sometimes demonstrate creativity and use of a variety of materials/resources. (Growth in Progress)
Lesson plans do not demonstrate creativity and use of a variety of materials/resources. (Needs Significant Improvement)
Comments:
It is very evident that Rebekah spends a lot of time and thought in preparing her lesson plans.
Learner-Centered Instruction: Instructional Skills-Procedural
Starts class promptly with no confusion. (Exceeds Expectations)
Starts class promptly with little confusion. (Meets Expectations)
Starts class with some confusion. (Growth in Progress)
Delays in starting class, with much confusion. (Needs Significant Improvement)
States purpose, objectives, procedures, and instructions for lessons clearly in a variety of creative ways. (Exceeds
Expectations)
States purpose, objectives, procedures, and instructions for lessons clearly. (Meets Expectations)
Sometimes states purpose, objectives, procedures, and instructions for lessons clearly. (Growth in Progress)
Does not state purpose, objectives, procedures, and instructions for lessons clearly. (Needs Significant Improvement)
Maintains maximum lesson pace. (Exceeds Expectations)
Maintains lesson pace. (Meets Expectations)
Mostly maintains lesson pace. (Growth in Progress)
Does not maintain lesson pace. (Needs Significant Improvement)
Uses highly efficient transitional techniques. (Exceeds Expectations)

Uses appropriate transitional techniques. (Meets Expectations)

Usually uses appropriate transitional techniques. (Growth in Progress)
Uses inappropriate or no transitional techniques. (Needs Significant Improvement)
Has high level of awareness of and adapts to student attention span. (Exceeds Expectations)
Usually adapts to student attention span. (Meets Expectations)
Rarely adapts to student attention span. (Growth in Progress)
Does not adapt to student attention span. (Needs Significant Improvement)
Presents lesson in an organized and logical manner. (Exceeds Expectations)
Presents lesson in an organized manner. (Meets Expectations)
Presents lesson in a mostly organized manner. (Growth in Progress)
Presents lesson in an unorganized manner. (Needs Significant Improvement)
Consistently closes lesson at a logical point. (Exceeds Expectations)
Usually closes lesson at a logical point. (Meets Expectations)
Sometimes closes lesson. (Growth in Progress)
Rarely/never closes lesson. (Needs Significant Improvement)
Comments:
Rebekah is focused on each of her students' learning and is very organized.
Learner-Centered Instruction: Instructional Skills-Teaching Strategies
Uses a wide variety of instructional strategies to meet student needs. (Exceeds Expectations)
Uses a variety of instructional strategies to meet student needs. (Meets Expectations)
Uses several different instructional strategies to meet student needs. (Growth in Progress)
Does not use different instructional strategies to meet student needs. (Needs Significant Improvement)
Focuses student attention by motivational techniques. (Exceeds Expectations)
Focuses student attention by motivational techniques. (Meets Expectations)
Usually focuses student attention by motivational techniques. (Growth in Progress)
Does not focus student attention on the lesson. (Needs Significant Improvement)
Models lesson expectations for students. (Exceeds Expectations)
Models lesson expectations for students. (Meets Expectations)
Usually models lesson expectations for students. (Growth in Progress)
Does not model lesson expectations. (Needs Significant Improvement)
Consistently incorporates higher-level questions into instruction. (Exceeds Expectations)
Incorporates higher-level questions into instruction. (Meets Expectations)
Occasionally incorporates higher-level questions into instruction. (Growth in Progress)
Does not incorporate higher-level questions into instruction. (Needs Significant Improvement)
Teaches applicability/generalizability of knowledge and skills to other settings. (Exceeds Expectations)
Teaches applicability/generalizability of knowledge and skills to other settings. (Meets Expectations)

Teaches applicability/generalizability of knowledge and skills to other settings. (Growth in Progress)

Teaches applicability/generalizability of knowledge and skills to other settings. (Needs Significant Improvement)
Incorporates hands-on materials and available technology. (Exceeds Expectations)
Incorporates hands-on materials and available technology. (Meets Expectations)
Incorporates hands-on materials and available technology. (Growth in Progress)
Does not incorporate hands-on materials or use available technology. (Needs Significant Improvement)
Incorporates examples and information relevant to student lives and interests. (Exceeds Expectations)
Incorporates examples and information relevant to student lives and interests. (Meets Expectations)
Sometimes incorporates examples and information relevant to student lives and interests. (Growth in Progress)
Examples and information are not relevant to student lives and interests. (Needs Significant Improvement)
Modifies and extends learning based on individual student needs. (Exceeds Expectations)
Modifies and extends learning based on individual student needs. (Meets Expectations)
Sometimes modifies and extends learning based on individual student needs. (Growth in Progress)
Does not modify or extend learning. (Needs Significant Improvement)
Comments:
Rebekah is able to modify and individualize very well. She uses a variety of available materials.
Evaluation and Feedback: Student Evaluation
Consistently monitors students. participation and progress and provides immediate and constructive feedback. (Exceeds
Expectations)
Monitors students. participation and progress. Provides immediate and constructive feedback. (Meets Expectations)
Sometimes monitors students. participation and progress. Provides some immediate and constructive feedback. (Growth
in Progress)
Monitors students. participation and progress. Provides little or no feedback. (Needs Significant Improvement)
Clearly bases evaluation on instructional objectives. (Exceeds Expectations)
Bases evaluation on instructional objectives. (Meets Expectations)
Bases evaluation on instructional objectives. (Growth in Progress)
Bases evaluation on instructional objectives. (Needs Significant Improvement)
Uses a variety of formal, informal, and individualized assessment strategies. (Exceeds Expectations)
Uses formal, informal, and individualized assessment strategies. (Meets Expectations)
Uses some formal, informal, and individualized assessment strategies. (Growth in Progress)
Uses few assessment strategies. (Needs Significant Improvement)
Re-teaches concepts, sometimes using different techniques when students are unable to do individual work. (Exceeds
Expectations)
Re-teaches concepts when students are unable to do individual work. (Meets Expectations)
Sometimes re-teaches concepts when students are unable to do individual work. (Growth in Progress)
Does not re-teach concepts when students are unable to do individual work. (Needs Significant Improvement)
Comments:

Evaluation and Feedback: Self-Evaluation

Creatively uses reflective thinking to analyze instruction. (Exceeds Expectations)
Uses reflective thinking to analyze instruction. (Meets Expectations)
Occasionally uses reflective thinking to analyze instruction. (Growth in Progress)
Does not reflect on instruction. (Needs Significant Improvement)
Recognizes need for improvement and implements change consistently and quickly. (Exceeds Expectations)
Recognizes need for improvement and implements change. (Meets Expectations)
Recognizes some need for improvement and implements change. (Growth in Progress)
Does not recognize need for improvement. (Needs Significant Improvement)
Comments:
Rebekah is open to feedback and actively incorporates it as needed.
Management of student Discipline, Instructional Strategies, Time and Materials: Preventive Maintenance and
Organization
Establishes clear rules and procedures and consistently enforces. (Exceeds Expectations)
Establishes clear rules and procedures. (Meets Expectations)
Establishes some rules and procedures. (Growth in Progress)
Has no clear rules or procedures. (Needs Significant Improvement)
Anticipates problems and plans crisis prevention. (Exceeds Expectations)
Often anticipates problems and plans crisis prevention. (Meets Expectations)
Attempts to anticipate problems and plan crisis prevention. (Growth in Progress)
Unable to anticipate problems and plan crisis prevention. (Needs Significant Improvement)
Consistently uses instructional time efficiently and maximizes student time on task. (Exceeds Expectations)
Generally uses instructional time efficiently and maximizes student time on task. (Meets Expectations)
Sometimes uses instructional time efficiently and maximizes student time on task. (Growth in Progress)
Inefficient use of instructional time. Minimal student time on task. Unable to manage behavior. (Needs Significant
Improvement)
Modifies learning environment to manage behavior using a variety of behavior management strategies. (Exceeds
Expectations)
Modifies learning environment to manage behavior. (Meets Expectations)
Sometimes modifies learning environment to manage behavior. (Growth in Progress)
Does not use classroom arrangement to enhance learning activities. (Needs Significant Improvement)
Uses classroom arrangement to enhance learning activities. Is aware of total teaching situation. (Exceeds Expectations)
Often uses classroom arrangement to enhance learning activities. Generally is aware of total teaching situation. (Meets
Expectations)
Sometimes uses classroom arrangement to enhance learning activities. Occasionally is aware of total teaching situation.
(Growth in Progress)
Is unaware of total teaching situation. (Needs Significant Improvement)
Comments:

Management of student Discipline, Instructional Strategies, Time and Materials: Supportive Management Techniques
Consistently encourages self-discipline, independence, and self-advocacy. (Exceeds Expectations)
Encourages self-discipline, independence, and self-advocacy. (Meets Expectations)
Occasionally encourages self-discipline, independence, and self-advocacy. (Growth in Progress)
Encourages dependence on teacher. (Needs Significant Improvement)
Respects diversity among students and seeks to know each student as an individual and uses this knowledge to enhance
instruction. (Exceeds Expectations)
Respects diversity among students and seeks to know each student as an individual. (Meets Expectations)
Respects diversity among students and generally seeks to know each student as an individual. (Growth in Progress)
Does not respect diversity among students or seeks to know each student as an individual. Does not model or foster a
sense of respect. (Needs Significant Improvement)
Consistently teaches students to respect self and others. (Exceeds Expectations)
Teaches students to respect self and others. (Meets Expectations)
Occasionally teaches students to respect self and others. (Growth in Progress)
Unable to maintain positive rapport with students. (Needs Significant Improvement)
Maintains positive rapport with students, even the most challenging ones. Consistently reinforces appropriate behavior
and uses specific praise. (Exceeds Expectations)
Maintains positive rapport with students. Reinforces appropriate behavior. (Meets Expectations)
Generally maintains positive rapport with students. Occasionally reinforces appropriate behavior. (Growth in Progress)
Does not reinforce appropriate behavior or reinforces negative behavior. (Needs Significant Improvement)
Comments:
Rebekah has a great rapport with all of her students.
Management of student Discipline, Instructional Strategies, Time and Materials: Corrective Management Techniques
Consistently exhibits a balance of fairness and firmness. (Exceeds Expectations)
Exhibits a balance of fairness and firmness. (Meets Expectations)
Beginning to exhibit a balance of fairness and firmness. (Growth in Progress)
Exhibits excessive lenience or firmness. (Needs Significant Improvement)
Enforces rules consistently and fairly, beginning with the least intrusive intervention. (Exceeds Expectations)
Usually reinforces rules consistently and fairly, beginning with the least intrusive intervention. (Meets Expectations)
Usually reinforces rules fairly. (Growth in Progress)
Enforces rules inconsistently and/or unfairly. (Needs Significant Improvement)
Redirects inappropriate behavior immediately and consistently. (Exceeds Expectations)
Redirects inappropriate behavior promptly. (Meets Expectations)
Usually redirects inappropriate behavior. (Growth in Progress)
Does not redirect inappropriate behavior. (Needs Significant Improvement)
Shows disapproval of behavior but acceptance of students. (Exceeds Expectations)
Shows disapproval of behavior but acceptance of students. (Meets Expectations)

Shows disapproval of behavior. (Growth in Progress)

Shows disapproval of students with behavior problems. (Needs Significant Improvement)
Remains calm in dealing with conflict and disagreement and calms students effectively. (Exceeds Expectations)
Remains calm in dealing with conflict and disagreement. (Meets Expectations)
Sometimes remains calm in dealing with conflict and disagreement. (Growth in Progress)
Shows emotion in dealing with conflict and disagreement. (Needs Significant Improvement)
Modifies the learning environment to manage behaviors. (Exceeds Expectations)
Modifies the learning environment to manage behaviors. (Meets Expectations)
Occasionally modifies the learning environment to manage behaviors. (Growth in Progress)
Does not modify the learning environment to manage behaviors. (Needs Significant Improvement)
Uses effective and varied behavior management strategies. (Exceeds Expectations)
Occasionally modifies the learning environment to manage behaviors. (Meets Expectations)
Uses some effective behavior management strategies. (Growth in Progress)
Unable to manage behaviors. (Needs Significant Improvement)
Comments:
Rebekah has a well developed behavior management plan. The students like and respect her.
Professional Competencies: Communication
Consistently states academic and behavioral expectations. (Exceeds Expectations)
States academic and behavioral expectations. (Meets Expectations)
Occasionally states academic and behavioral expectations. (Growth in Progress)
Does not state academic and behavioral expectations. (Needs Significant Improvement)
Clearly communicates on students. level of understanding. (Exceeds Expectations)
Communicates on students. level of understanding. (Meets Expectations)
Sometimes communicates on students. level of understanding. (Growth in Progress)
Unable to communicate on students. level of understanding. (Needs Significant Improvement)
Demonstrates enthusiasm for students and subject matter and knowledge of individual backgrounds. (Exceeds
Expectations)
Demonstrates enthusiasm for students and subject matter. (Meets Expectations)
Demonstrates some enthusiasm for students and subject matter. (Growth in Progress)
Is unenthusiastic about students and subject matter. (Needs Significant Improvement)
Incorporates students. opinions and ideas into instruction daily. (Exceeds Expectations)
Incorporates students. opinions and ideas. (Meets Expectations)
Occasionally incorporates students. opinions and ideas. (Growth in Progress)
Does not incorporate students. opinions and ideas. (Needs Significant Improvement)
Uses effective verbal, nonverbal and written communication in a variety of ways. (Exceeds Expectations)
Uses effective verbal, nonverbal and written communication. (Meets Expectations)
Inconsistently uses effective verbal, nonverbal and written communication. (Growth in Progress)

Uses ineffective verbal, nonverbal and written communication. (Needs Significant Improvement)
Consistently avoids overused phrases (OK, like, you know). (Exceeds Expectations)
Generally avoids overused phrases (OK, like, you know). (Meets Expectations)
Occasionally uses overused phrases (OK, like, you know). (Growth in Progress)
Uses overused phrases (OK, like, you know). (Needs Significant Improvement)
Comments:

Professional Competencies: Relationships

Displays courtesy, respect, and genuine interest to those from all cultural backgrounds. (Exceeds Expectations)
Displays courtesy and respect to those from all cultural backgrounds. (Meets Expectations)
Generally displays courtesy and respect to those from all cultural backgrounds. (Growth in Progress)
Is discourteous or disrespectful to those from different cultural backgrounds. (Needs Significant Improvement)
Is receptive to suggestions and implements immediately. (Exceeds Expectations)
Is receptive to suggestions. (Meets Expectations)
Is usually receptive to suggestions. (Growth in Progress)
Is not receptive to suggestions. (Needs Significant Improvement)
Consistently adapts in a flexible manner. (Exceeds Expectations)
Adapts in a flexible manner. (Meets Expectations)
Adapts in a generally flexible manner. (Growth in Progress)
Is inflexible. (Needs Significant Improvement)
Seeks out other professionals and collaborates with them. (Exceeds Expectations)
Works cooperatively with other professionals. (Meets Expectations)
Sometimes works cooperatively with other professionals. (Growth in Progress)
Is uncooperative with other professionals. (Needs Significant Improvement)
Communicates well with and involves families in a variety of ways. (Exceeds Expectations)
Communicates well with and involves families. (Meets Expectations)
Communicates with and involves families occasionally. (Growth in Progress)
Does not communicate with or involve families. (Needs Significant Improvement)
Structures, directs, and supports the activities of paraeducators, volunteers, and tutors on a regular basis. (Exceeds
Expectations)
Structures, directs, and supports the activities of paraeducators, volunteers, and tutors. (Meets Expectations)
Occasionally structures, directs, and supports the activities of paraeducators, volunteers, and tutors. (Growth in
Progress)
Unable to structure, direct, and support the activities of paraeducators, volunteers, and tutors. (Needs Significant
Improvement)
Observe, evaluate and provide feedback to paraeducators regularly. (Exceeds Expectations)
Observe, evaluate and provide feedback to paraeducators. (Meets Expectations)
Occasionally observes, evaluates and provides feedback to paraeducators. (Growth in Progress)

Does not observe, evaluate or provide feedback to paraeducators. (Needs Significant Improvement)
Is discreet with confidential information. (Exceeds Expectations)
Is discreet with confidential information. (Meets Expectations)
Is usually discreet with confidential information. (Growth in Progress)
Is indiscreet with confidential information. (Needs Significant Improvement)
Consistently demonstrates knowledge of the needs of students with a variety of disabilities. (Exceeds Expectations)
Displays knowledge of the needs of students with a variety of disabilities. (Meets Expectations)
Can describe the needs of students with a variety of disabilities. (Growth in Progress)
Can not describe individual student needs. (Needs Significant Improvement)
Comments:
Rebekah is very professional in her ST placement. You believe she is a full time member of the teaching staff.
Professional Competencies: Responsibilities
Consistently abides by school operation schedule or is early. (Exceeds Expectations)
Abides by school operation schedule. (Meets Expectations)
Generally abides by school operation schedule. (Growth in Progress)
Does not abide by school operation schedule. (Needs Significant Improvement)
Consistently meets responsibilities promptly or ahead of time (dependable). (Exceeds Expectations)
Meets responsibilities promptly (dependable). (Meets Expectations)
Meets most responsibilities promptly (dependable). (Growth in Progress)
Does not meet responsibilities promptly (dependable). (Needs Significant Improvement)
Often takes initiative in performing tasks. (Exceeds Expectations)
Takes initiative in performing tasks. (Meets Expectations)
Usually takes initiative in performing tasks. (Growth in Progress)
Takes no initiative in performing tasks. (Needs Significant Improvement)
Maintains professional dress and behavior. (Exceeds Expectations)
Maintains professional dress and behavior. (Meets Expectations)
Maintains professional dress and behavior. (Growth in Progress)
Inappropriate dress and/or behavior. (Needs Significant Improvement)
Attends all seminars, school-related meetings, and professional development activities. (Exceeds Expectations)
Attends most seminars, school-related meetings, and professional development activities. (Meets Expectations)
Attends many seminars, school-related meetings, and professional development activities. (Growth in Progress)
Does not regularly attend seminars, school-related meetings, and professional development activities. (Needs Significant
Improvement)
Uses universal precautions. (Exceeds Expectations)
Uses universal precautions. (Meets Expectations)

Uses universal precautions. (Growth in Progress)

Is not familiar with universal precautions. (Needs Significant Improvement)

Consistently considers legal provisions and practices within the CEC Code of Ethics. (Exceeds Expectations)
Considers legal provisions and practices within the CEC Code of Ethics. (Meets Expectations)
Generally practices within the CEC Code of Ethics. (Growth in Progress)
Does not practice within the CEC Code of Ethics. (Needs Significant Improvement)
Practices within skill limit and obtains assistance as needed, consistently recognizing when it is needed. (Exceeds
Expectations)
Practices within skill limit and obtains assistance as needed. (Meets Expectations)
Usually practices within skill limit and sometimes obtains assistance as needed. (Growth in Progress)
Is unaware of skill limit and does not obtain assistance as needed. (Needs Significant Improvement)
Comments:
It has been a pleasure to watch Rebekah grow in all areas of her teaching strategies this semester. I know she will be an
asset wherever she chooses to teach.

Student Reflection
My name in the box below indicates that I participated in the evaluation conference and that I have read this
document.
Rebekah Hall (Submitted at 2016-11-14 12:05)
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