ISD #112 ~ Special Education Paraprofessional

Performance Appraisal / Evaluation

Name:       School: CHN

School Year: 16-17 Supervisor: Greg Lange/Erin Copeland/Ben Hullerus

Description of Performance Levels:

1. Unsatisfactory (Needs Substantial Improvement)
2. Developing (Needs Improvement)
3. Proficient (Meets Basic Expectations)
4. Advanced (Exceeds Basic Expectations)
5. Distinguished (Greatly Surpasses Basic Expectations)
Professionalism / Collaboration / Communication 1 2 3 4 5
Cluster 1: Core Competencies # 7 and #8
Demonstrates positive, professional relationships with students
Demonstrates positive, professional relationships with supervisor and peers
Uses proper channels to communicate with IEP managers, administrators, parents and
colleagues
Adheres to district policy with regards to private student information
Demonstrates initiative and assumes responsibility for regular job duties
Demonstrates punctuality
Number of absences that exceed those allowed in contract: Drop Down (0)
Demonstrates productive use of time; time on task, flexibility, cooperative, and hard-
working attitude
Comments: XXX really cares about our students and wants them to be successful. She does great asking for help
when needed and getting to know the students she works with. XXX does well guiding students within the general
education and is involved with the learning happening in class. She could increase her skills to focus using more
positive language when dealing with behaviors and being able to ignore unexpected behaviors from students. XXX
enjoys building relationships with students and people in our students lives, including families. While these
relationships are important, XXX could gain skills in maintaining a professional relationship, and consider student
privacy within these relationships. This includes respecting students physical boundaries, boundaries relating to due
process, and working within the paraprofessional role.

Managing Student Behavior / Instructional Content and 1 2 3 4 5

Learning Supporting Teaching and Learning
Cluster 2: Core Competencies #4, #5, and #6
Assists in adapting instructional strategies and materials
Offers appropriate level of assistance to student and adapts level over time
Follows school and program discipline plan
Follows individual behavior plans such as behavior support plans (BSP), contracts,
point systems, etc.
Uses a broad range of behavior intervention strategies, including those that reinforce

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positive behaviors
Consistent with supervisor’s direction, collects and maintains accurate, objective data
collection
Adapts to individual classroom environment
Comments: XXX is very dedicated to supporting students within the center-based programs. With direction, she
is able to provide supports toward instructional tasks. XXX has high expectations forstudents, and can continue to
build a knowledge of more positive behavior supports, such as Nurtured Heart, etc. This could also support a more
consistent approach in regards to followng a student's BIP.

Academic Instructional Skills in Math-Reading-Written 1 2 3 4 5

Language
Cluster 3: Core Competency #9
Provides students with clear instructions
Presents activity in sequential manner and in a reasonable timeframe
Stays on task and maintains student time on task in an appropriate way
Appropriately uses concepts and terminology related to specific content area
Uses prompts and appropriately stimulates student responses to maximize learning
Demonstrates control of learning situation through effective use of body language,
verbal language, enthusiasm, reinforcement, etc.
Comments: Leslie is able to support academic and social tasks for students. She is able to understand connections
to skills in general education and works to build student learning opportunites. Be aware of effective body
language, verbal language, and enthusiasm when presenting tasks as students love to feel positive energy.

1. Positives - Professional strengths demonstrated in the current position:

XXX biggest strength is her heart and willingness to work with students who need
more support. It is very clear she cares about students and wants the best for them.
she wants to see all students make progress and grow in their skills, and is willing
to take on difficult tasks.

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 2. Goal Setting - In collaboration with your supervisor, select a cluster /competency
area above in which you desire to increase your performance. Identify goal(s)
related to increased knowledge and skills. NOTE: Specific goal(s) must be
written to improve skills in any area in which performance ratings of 1 or 2
were noted.
Continue to build your skills in the area of positive behavior strategies; ie:
nurtured heart. Allow yourself to focus on the positive and reinforce positive
interactions with students. This could also assist in a more consistent approach to
implementing BIP's. Also, be aware of instructional tasks to take the initiative to
engage with students and follow through on task provided by teacher more
consistently.

3. Supervisor Reflections/Comments:
     

4. Paraprofessional Reflections/Comments:
     

Signature of Employee:      Date:      

Signature of Supervisor:       Date:      

Signature of Other(s) involved in this review:      

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