Domain 1: Planning and Preparation

Unsatisfactory	Needs Improvement	Proficient	Excellent
1a: Demonstrating knowledge of therapeutic discipline and law pertaining to school system practice	In planning and practice, therapist makes significant errors and/or does not plan to address significant errors made by students. Therapist displays little understanding of prerequisite knowledge and best practices important to enhancing student progress and function. Therapist displays little or no knowledge of laws and procedures governing therapists.	Therapist is familiar with the important concepts in the discipline but displays lack of awareness of how therapeutic concepts relate to the educational system. Therapist demonstrates an understanding of therapeutic discipline although knowledge is incomplete. Therapist's plans and practice reflect a limited range of therapeutic approaches.	Therapist displays solid knowledge of the important concepts in the discipline and how they relate to one another. Therapist demonstrates accurate understanding of prerequisite relationships among therapy concepts and educational practice. Therapist's plans and practice reflect familiarity with best practice in the therapy field.	Therapist displays extensive knowledge of the important concepts in the discipline and how these relate to school system practice and the interventions provided by other disciplines. Therapist demonstrates understanding of prerequisite relationships among therapy concepts and educational practice and understands the link to necessary components that ensure student progress and function. Therapist's plans and practice reflect familiarity with a wide range of research in the therapy field and the ability to anticipate student responses.
Critical Attributes	Therapist makes errors in professional judgment that make situations unsafe for students. Therapist disregards therapy practice act, special education law and/or best practice as delineated by AOTA & APTA. Therapist’s plans use inappropriate strategies for treatment.	Therapist’s understanding of therapy practice in the school setting is incomplete. Therapist is unable to explain the relevance of the therapy program to the educational setting. Therapist’s application of knowledge of the therapy practice act, special education law and/or best practice as delineated by AOTA & APTA is incomplete. Therapy plans are not individualized and strategies are limited or general in nature.	Therapist can identify concepts from the therapy practice act, special education law, and best practice as delineated by the AOTA or APTA, and the application within the educational setting. Therapist provides clear explanations of the strategies and plans to be implemented. Therapeutic plan and strategies appropriately address the student’s needs identified in the IEP.	Therapist can identify and apply concepts from the therapy practice act, special education law, best practice as delineated by the AOTA or APTA, and pertinent research within the educational setting. Therapist anticipates possible student responses and generates an alternative plan in advance Therapist’s plans and strategies reflect recent developments in evidenced based practice effectively to meet student needs.

Unsatisfactory	Needs Improvement	Proficient	Excellent
1b: Demonstrating knowledge of typical and atypical child and adolescent development	Therapist displays minimal understanding and little knowledge of typical and atypical development and how development and special needs impact student progress — and does not indicate that such knowledge is valuable.	Therapist displays generally accurate knowledge of how typical and atypical development and special needs impact student progress, but may overgeneralize this knowledge across student groups.	Therapist understands the individualized nature of student progress and utilizes information on typical and atypical development and special needs appropriately with students. Therapist also purposefully acquires knowledge from several sources about students' development and skills, special needs, and performance.	Therapist understands the individualized nature of student progress and acquires information to address the complexity of student needs with typical and atypical development in mind. Therapist also uses knowledge to systematically problem-solve and plan using knowledge from research based sources that address individual students’ development and skills, special needs, and performance.
Critical Attributes	Therapist has unrealistic expectations for students that indicate poor understanding of typical and atypical development. Therapist’s discussion of age-appropriate motor development is incomplete or inaccurate (PT). Therapist’s discussion of age-appropriate work (performance of student role, job performance for older students, etc.), self-care, or leisure activities for students is incomplete or inaccurate. (OT) Therapist is not aware of student interests or cultural heritages. Therapist demonstrates no understanding of the impact of students’ disability on motor function (accessibility and health/fitness). (PT) Therapist demonstrates no understanding the impact of disability on students’ participation in work (i.e. performance of student role, job performance for older students, etc.), self-care, or leisure activities. (OT)	Therapist can accurately describe typical and atypical development, but does not integrate it into the therapeutic plan. Therapist’s discussion of age appropriate motor development for students is generally accurate, but may overgeneralize by focusing on isolated skills (PT). Therapist’s discussion of age-appropriate work (performance of student role, job performance for older students, etc.), self-care, or leisure activities for students is generally accurate, but may overgeneralize by focusing on isolated skills (OT). Therapist recognizes the students’ different interests and cultural backgrounds, but rarely considers the differences in the therapy plans and strategies. Therapist demonstrates a superficial understanding of the impact of disability on motor function (accessibility and health/fitness), but may overgeneralize across student groups. (PT) Therapist demonstrates a superficial understanding of the impact of disability on students’ work (i.e. performance of student role, job performance for older students, etc.), self-care, and leisure, but may overgeneralize across student groups. (OT)	Therapist can accurately describe students’ motor development and how students’ motor function (accessibility and health/fitness) differs from typical peers.(PT) Therapist can accurately describe students’ participation in work (i.e. performance of student role, job performance for older students, etc.), self-care, and leisure activities and how participation may differ from typical peers. (OT) Therapist integrates typical and atypical development into the therapeutic plans. Therapist is well informed about students’ interests and cultural heritage and incorporates this knowledge in therapeutic session planning when appropriate. Therapist uses knowledge of the impact of disability on motor function to generate therapy plans and strategies. (PT) Therapist uses knowledge of the impact of disability on students’ participation in work, self-care, and leisure activities to generate therapy plans and strategies. (OT)	Therapist can accurately describe how academic, functional/behavioral, cognitive, communication, health, hearing and vision, motor, social/emotional, and sensory challenges impact the students’ motor function (accessibility and health/fitness) and performance. (PT) Therapist can accurately describe how cognitive, social/emotional, behavioral, communication and sensory challenges impact the students’ participation in work (i.e. performance of student role, job performance for older students, etc.), self-care, or leisure activities for students (OT). Therapist and students work together when appropriate to incorporate student interests and/or cultural heritage. Therapist uses current research evidence to generate therapy plans and strategies.

Unsatisfactory	Needs Improvement	Proficient	Excellent
1c: Establishing therapeutic goals	The goals do not exist or are not measurable and do not reflect important progress in area of student need. Goals are inappropriate to either the situation, student age, or needs of the student.	Goals are rudimentary -- stated as directions for the team or as therapeutic activities, or based on global assessments of student progress rather than specific to individual student needs. Goals are measurable but reflect limited suitability for the student's age, needs and situation.	The goals are rigorous and address specific and important student needs. Goals are clear, measurable and suggest viable methods of assessment. Goals are suitable for student's age, needs and situation, and are applicable for integration into the student's educational curriculum.	The goals represent high-level of understanding of how to assimilate therapeutic strategies into the educational curriculum. Goals are clear, measurable and understood by a variety of team members, permit viable methods of assessment and allow for progress. Goals are differentiated, in whatever way is needed, for individual students.
Critical Attributes	Goals are not clear and measurable. Goals are not related to the identified area of motor (accessibility and health/fitness). (PT) Goals are not related to the identified needs of work (i.e. performance of student role, job performance for older students, etc.), self-care, or leisure activities. (OT) Goals are not appropriate for the educational setting. Goals are contra-indicated for the student’s disability.	Goals are generally clear, but do not reflect the current level of student performance. Goals do not have a clear baseline. Goals are measurable but may be inappropriate for the individual developmental level of the student. Goals reflect student performance on a global assessment rather than the student’s individual motor (accessibility and health/fitness) needs within the educational setting. Goals reflect student performance on a global assessment rather than the student’s individual motor (accessibility and health/fitness) needs within the educational setting. (PT) Goals reflect student performance on a global assessment rather than student’s individual needs of work (i.e. performance of student role, job performance for older students, etc.), self-care, or leisure activities. (OT)	Goals accurately reflect the motor performance (accessibility and health/fitness) incorporating baseline data (PT) Goals accurately reflect performance of work (i.e. performance of student role, job performance for older students, etc.), self-care, or leisure activities, incorporating baseline data. (OT) Goals are scaffolded effectively to enhance student’s performance of work (i.e. performance of student role, job performance for older students, etc.), self-care, or leisure activities. (OT) Goals reflect student needs as identified through the evaluation process. Goals are scaffolded effectively to enhance student’s motor development and/or function. Goals identify a clear strategy for data collection and assessment.	Baseline data is clear and accurately reflects students’ motor performance (accessibility and health/fitness). (PT) Baseline data is clear and accurately reflects students’ participation in work (i.e. performance of student role, job performance for older students, etc.), self-care, and leisure activities. (OT) Therapist consistently develops goals using both information gathered from team collaboration and knowledge of motor function (accessibility and health/fitness) within the student’s day. (PT) Therapist consistently develops goals using both information gathered from team collaboration and knowledge of participation in work (i.e. performance of student role, job performance for older students, etc.), self-care, and leisure expectations within the student’s day. (OT) Goals are written clearly so that they may be understood and implemented by other team members across the student’s day as appropriate. As appropriate, data collection uses methods that gather information from various team members to give a more complete picture of student motor performance (accessibility and health/fitness). (PT) As appropriate, data collection uses methods that gather information from various team members to give a more complete picture of participation in work (i.e. performance of student role, job performance for older students, etc.), self-care, and leisure expectations within the student’s day. (OT)

Unsatisfactory	Needs Improvement	Proficient	Excellent
1d: Designing therapy services with appropriate resources	Therapy program consists of a random collection of unrelated activities, lacking alignment or an overall structure. Therapist is unaware of resources (e.g. references and best practices through professional organizations, etc.) to assist student progress beyond materials provided by the school or district, nor is therapist aware of resources for expanding one’s own professional skill.	Therapist's plan has a guiding principle and includes a number of worthwhile activities, but some do not fit the overall program goal or do not fit a sequential progression of skill development. Therapist displays some awareness of resources (e.g. references and best practices through professional organizations, etc.) beyond those provided by the school or district and for extending one’s professional skill but does not seek to expand this knowledge.	Therapist has developed an aligned, sequential plan that supports individual needs of students. The therapeutic activities correlate with educational programming and represent appropriate challenges to student function. Therapist displays awareness of resources (e.g. references and best practices through professional organizations, etc.) beyond those provided by the school or district, and applies those resources in an effective manner with students and with the purpose of extending one’s professional skill.	Therapist's plan is sequentially aligned, serves to support students individually within the broader educational program, and considers the long-term effects. The therapist blends therapeutic activities skillfully into the student's educational program. Therapist’s knowledge of resources (e.g. references and best practices through professional organizations, etc.) for therapeutic use and for extending one’s professional skill is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet. The therapist incorporates resources appropriately for the individual needs of the student.
Critical Attributes	Activities in the therapy program are chosen randomly or based on convenience. Activities in the therapy program are unrelated to student’s identified needs. Therapist does not use available resources in therapy program. Therapist does not seek out resources available to expand his/her own skill.	Therapy program exhibits a structure and direction, but is simple and may not follow a logical progression of skill development or correlate with the identified needs. Therapist may use materials provided by the therapy department but does not take initiative to seek out additional resources from the school or district. Therapist participates in therapy related discussions about available resources, but does not pursue additional information to expand his/her own skill.	Therapy program demonstrates a sequential progression of skill development and correlates with the identified motor needs. (PT) Therapy program demonstrates a sequential progression of skill development and correlates with the identified needs in the area of work (i.e. performance of student role, job performance for older students, etc.), self-care, and leisure. (OT) Therapist uses materials provided by the therapy department and additional resources from the school and/or district. Therapist participates in therapy-related discussions about available resources, and actively seeks additional resources to expand his/her own skill. Therapist uses knowledge gained from professional development to enhance student programming.	Therapy program is developed in consideration of the student’s overall performance across educational activities in addition to their targeted motor goal. Therapist is fiscally responsible with district resources and able to use resources/equipment from a variety of sources creatively to address student needs. Therapist identifies the long term effect of disability and potential complications in order to develop appropriate supports across the student’s school day. Therapist seeks out professional learning opportunities to expand his/her skills and knowledge of therapy-related resources and shares this knowledge with colleagues.

Unsatisfactory	Needs Improvement	Proficient	Excellent
1e: Developing plan to monitor student progress in therapy	Assessment procedures are not consistent with student needs and therapeutic outcomes, and contain no criteria by which student performance will be assessed. Therapist has no plan to incorporate baseline assessments in the therapy plan.	Assessment procedures are rudimentary and data collection is inconsistent. Assessment criteria and standards have been developed, but they are not clear. Baseline assessments are included in only some of the therapeutic outcomes.	Assessment procedures are clear and organized to reflect individual student growth toward identified goals. Therapist has an established plan to collect data to support therapeutic services incorporating baseline assessment.	Therapeutic goals can be monitored by the therapist's assessment plan, which reflects student performance throughout the school day. The assessment plan has clear criteria for identifying student performance within the educational program. Assessment methodologies have been adapted for individual students as needed. When appropriate, the plan allows student contribution or feedback as part of the process. Data collection is skillfully designed, includes baseline assessment and developed in collaboration with the team.
Critical Attributes	Therapist lacks understanding of how and when to use assessment tools. Therapist does not seek guidance or information to determine appropriate assessments or utilize assessment tools. Therapist has no plan for data collection or gathering baseline data.	Therapist is familiar with a limited number of testing tools/assessments and may need assistance to utilize them according to identified guidelines. Therapist requires some guidance to determine appropriate assessments to measure student performance. Therapist has a basic plan to collect data to support therapeutic services, but the plan may be inconsistently carried out. Data collected may not provide meaningful information to support therapeutic services.	Therapist can explain the use of testing tools/assessments according to identified guidelines. Therapist determines appropriate assessments to measure student performance. Therapist has an established plan to collect data to support therapeutic services. Data collection is ongoing, structured and meaningful for adapting or modifying the therapy program based on student performance.	Therapist is able to use an extensive array of testing/assessment tools to assess student motor (accessibility and health/fitness) underlying factors that impact motor performance. (PT) Therapist is able to use an extensive array of testing/assessment tools to assess student performance of work (i.e. performance of student role, job performance for older students, etc.), self-care, and leisure as well as underlying factors that affect performance (i.e. sensory, motor, visual perceptual, visual motor, etc.). (OT) Therapy assessment is organized and supports an understanding of student motor performance throughout the educational setting. (PT) Therapy assessment is organized and supports an understanding of student performance of work (i.e. performance of student role, job performance for older students, etc.) throughout the educational setting. (OT) When appropriate, student is encouraged to self-monitor and reflect on performance. Data collection is organized and coordinated to gather information about student performance across the school day as appropriate.

Domain 2: The Classroom Environment

Unsatisfactory	Needs Improvement	Proficient	Excellent
2a: Creating an environment of respect and rapport	Therapist’s interactions with students are negative or inappropriate; students appear uncomfortable in therapy or assessment settings.	Therapist’s interactions are a mix of positive and negative; the therapist’s efforts at developing rapport are partially successful. The net result of the interactions is neutral, conveying neither warmth nor conflict.	Therapist’s interactions with students are positive and respectful; students appear comfortable in the testing and therapeutic environment. Therapist attempts to facilitate interactions among students that are polite and respectful, though students may be somewhat cautious about participating in challenging therapeutic activities.	The therapeutic environment facilitates respectful and caring. Students seek out the therapist reflecting a high degree of comfort and trust in the relationship. Interactions between therapist and students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. The net result is an environment where students feel valued and are comfortable participating in challenging activities.
Critical Attributes	Therapist is demeaning, sarcastic, or disrespectful towards students. Therapist is insensitive to students’ ages, cultural backgrounds, and/or developmental levels. Students indicate feelings of hurt, discomfort, and/or insecurity. Therapist displays no familiarity with, or caring about, individual students. Therapist does not use appropriate strategies to interact with students, including behavior support plan when applicable.	The quality of interactions between therapist and students, or among students, is inconsistent, with occasional disrespect or insensitivity. Therapist inconsistently uses appropriate strategies to interact with students, including behavior support plan when applicable. Therapist attempts to make connections with individual students.	Communication between therapist and student is consistently respectful. Therapist uses appropriate strategies to interact with students, including strategies from the behavior support plan when applicable. Therapist makes general connections with individual students. Therapist’s demeanor encourages respect and trust.	Therapist demonstrates knowledge and caring about individual students’ lives beyond the class and school. Therapist collaborates with the team to develop appropriate strategies to interact with students, including contributing to the behavior support plan when appropriate. The therapist’s communication style encourages participation in challenging therapeutic activities. Therapist respects and encourages students’ efforts.

Unsatisfactory	Needs Improvement	Proficient	Excellent
2b: Establishing a therapeutic environment of learning, participation, and independence	The therapeutic environment is characterized by a lack of therapist or student commitment to progress, and/or little or no investment of student energy in the task at hand. Hard work is not expected or valued. Low expectations for student progress are the norm.	The therapeutic environment is characterized by little commitment by therapist or students. Therapist appears to be only “going through the motions,” and students inconsistently understand their role. Therapist conveys that student success is the result of natural ability rather than hard work. Medium expectations for student progress are the norm.	The therapeutic environment is a place where progress is valued by all, with high expectations for both learning and hard work being the norm for most students. To the best of their ability, students understand their role and consistently expend effort. Interactions support a high level of learning, participation, and independence.	The therapeutic environment is rigorous, characterized by a shared belief in the importance of progress. Therapist conveys high expectations and insists on hard work; students assume responsibility for learning, participation and independence.
Critical Attributes	Therapist conveys that there is little or no purpose for the therapy program, or that the reasons for doing it are due to external factors. Therapist demonstrates a negative attitude about the therapy program and student progress. Therapist conveys a lack of concern when therapy activities are too challenging and may belittle student effort or communicate no hope for improvement. Therapist does not support student’s pride in their accomplishment. Therapist does not attempt to correct student errors in the therapy program.	Therapist’s attitude regarding the therapy program is neutral; neither indicating a high level of commitment nor ascribing to external forces the need to participating in therapy. Therapist communicates the importance of therapy and student progress with little or no conviction. Therapist conveys appropriate expectations for only some students. Therapist’s primary concern appears to be to complete the task at hand. Therapist inconsistently corrects student errors in the therapy program. Therapist encourages students to maximize functional independence solely in the therapy setting without connecting performance to the broader environment (e.g. school, home, community).	Therapist communicates the importance of the therapy program, and the belief that with hard work students can achieve their individual goals. Therapist demonstrates a high regard for students’ abilities. Therapist conveys expectations of high levels of effort according to students’ individual abilities. Therapist consistently corrects student errors in the therapy program. Therapist encourages students to maximize functional independence across school environment.	Therapist communicates the importance of the therapy program with conviction. Therapist conveys a deep understanding of the complex nature of motor function (accessibility and health/fitness) and performance within the educational setting. (PT) Therapist conveys a deep understanding of the complex nature of occupational performance within the educational setting. (OT) When developmentally appropriate, therapist encourages students to understand their individual goals. When developmentally appropriate, therapist encourages students to take initiative in improving the quality of their performance Therapist encourages students to maximize functional independence across a variety of environments (e.g. school, home, community).

Unsatisfactory	Needs Improvement	Proficient	Excellent
2c: Managing time, procedures and physical space	Much instructional time is lost due to inefficient routines and procedures. There is little or no evidence of therapist’s managing student, transitions and/or handling of materials and supplies effectively. There is little evidence that students know or follow established routines. The therapeutic environment is unsafe. Given available resources, there is poor use of physical space and materials.	Some instructional time is lost due to only partially effective routines and procedures. Therapist’s management of student, transitions or handling of materials and supplies are inconsistent, leading to some disruption. With regular guidance and prompting, students follow established routines. The therapeutic environment is safe. Given available resources, therapist makes modest use of physical space and materials.	There is little loss of instructional time due to effective routines and procedures. Therapist’s management of student, transitions or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established routines. Given available resources, the therapeutic environment is safe and uses physical space and materials effectively.	Instructional time is maximized due to efficient and seamless routines and procedures. To the best of their ability, students take initiative in the management of routines and transitions, and/or the handling of materials and supplies. The therapeutic environment is safe. Therapist demonstrates a well-thought out use of physical space and materials. Therapist and students work together to ensure that the physical arrangement is appropriate to the learning activities when applicable.
Critical Attributes	Therapist does not address physical hazards in the treatment area, endangering student safety. Physical space is not arranged to meet the individual needs of the student or group. Therapist’s schedule demonstrates an ineffective use of time that results in a lack of therapy intervention. Therapist’s schedule disregards students’ individual needs. Therapist disregards the need to develop a schedule. Therapist does not organize time and routines within treatment sessions, resulting in an inability to address individual student goals within the available time. Therapist does not communicate procedures and schedules to staff and/or students, resulting in ineffective therapy sessions.	Therapist safely arranges available physical space; however, physical space may be inconsistently arranged to meet the individual needs of the student or group. Therapist establishes a schedule, but the schedule is not effectively organized to address students’ individual needs across multiple buildings and settings as needed. Therapy sessions may have established routines for students to follow, but routines may be poorly designed and do not support student participation. Therapist inconsistently organizes time within the treatment session, resulting in an inability to address individual goals within the available time. Therapist inconsistently communicates procedures and schedules to staff and/or students, resulting in inefficient therapy sessions.	Therapist safely and effectively arranges available physical space as needed to meet the individual needs of the student or group. Therapist arranges own schedule to enable student contact across multiple buildings and settings as needed. Therapist attempts to arrange therapy times to align with students’ individual needs. Therapist encourages students to assist in managing the physical space when possible based on student ability. Therapist encourages students to participate in established routines that maximize student independence. Therapist organizes time within the treatment session to address utilizing goal oriented activities. Therapist communicates therapy procedures and schedules to students based on ability (e.g. verbal review, demonstration, visual schedule, checklist, etc.).	Therapist uses innovative strategies to safely and effectively modify the available physical space as needed to meet the individual needs of the student or group. Therapist arranges own schedule to maximize student contact across multiple buildings and settings as needed. Therapist skillfully arranges therapy times to align with students’ individual needs. Therapist creatively enables students to assist in managing the physical space, despite limitations of disability. Therapist enables students to participate in well-established routines that foster independence in functional skills. Therapist organizes time within the treatment session incorporating activities that have an effect on therapy goals and educational performance. Therapist creates therapy procedures and schedules considering team input and communicates them to students based on ability (e.g. verbal review, demonstration, visual schedule, checklist, etc.).

Unsatisfactory	Needs Improvement	Proficient	Excellent
2d: Managing Student Behavior	There appear to be no established standards of conduct. There is little or no therapist monitoring of student behavior and response to students’ misbehavior is repressive or disrespectful of student dignity. Therapist does not exhibit an understanding of student developmental level or needs related to behavior.	Standards of conduct appear to have been established, but their implementation is inconsistent. Therapist attempts to respond to disrespectful behaviors has inconsistent results.	Standards of conduct have been established and therapist monitors student behavior against this code. Therapist response to student misbehavior is consistent, proportionate, and respectful to students and is effective. Therapist responds consistently to disrespectful behavior according to individualized plan when appropriate.	Standards of conduct are clearly established and appropriate. As appropriate, students take an active role in monitoring their own behavior against standards of conduct. Therapist’s monitoring of student behavior is subtle and preventive. Therapist’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.
Critical Attributes	The therapy environment is chaotic, with no standards of conduct evident. Therapist does not monitor student behavior. Therapist disregards behavior support plan or student’s developmental level when responding to behavior. Therapist’s response to student behavior is inappropriate, demoralizing, or otherwise disrespectful of student dignity. Therapist is unaware or responds inappropriately when students are disruptive in the therapy session.	Therapist inconsistently communicates standards of conduct to students. Student misbehavior is inconsistently handled according to individual student need, and may not follow the behavior support plan when applicable. Therapist attempts to monitor and respond to student behavior with inconsistent results.	Therapist communicates standards of conduct to most students (e.g. verbal communication, modeling, visuals, etc.). Standards of conduct in the therapy session are based on student needs and goals. Most student misbehavior is handled according to individual student need, following the behavior support plan as appropriate. Therapist monitors student behavior consistently and responds appropriately.	When needed, therapist uses a variety of strategies to communicate expected standards of conduct clearly across a range of student ability levels (e.g. verbal communication, modeling, visuals, etc.). Standards of conduct in the therapy session are scaffolded based on individualized student needs and goals. Any student misbehavior is handled according to individual student need, following the behavior support plan as appropriate. Therapist subtly monitors student behavior and responds appropriately. Therapist uses preventative strategies based on individual student needs. Therapist encourages students to monitor their own behavior. Therapist’s response to student behavior is appropriate, sensitive, and respectful of student dignity.

Domain 3: Instruction

Unsatisfactory	Needs Improvement	Proficient	Excellent
3a: Communicating with and on the behalf of students	Therapist’s communication is unclear and the directions and procedures are confusing. Therapy communication contains major errors and does not include any explanation of recommendations. Therapist’s spoken or written language contains errors of grammar or syntax. Therapist’s vocabulary is inappropriate, vague, or used incorrectly.	Therapist’s communication has only limited success, and/or it must be clarified after initial confusion. Written or spoken communication may contain minor errors; some portions are clear, others difficult to follow. Communication does not invite students to engage, understand strategies, or develop independence. Therapist’s language is correct but uses vocabulary that is either limited or not fully appropriate to the audience. Therapist rarely takes opportunities to explain discipline-specific vocabulary.	The therapist communicates the relationship of therapy to educational programming; directions and procedures are explained thoroughly and may be modeled. Therapist’s explanations are scaffolded, clear, accurate and connect with the knowledge and experience of the audience. Therapist models when appropriate. During the explanation of content, therapist focuses, as appropriate, on strategies that facilitate independence and invites students to engage and understand strategies. Therapist’s spoken and written language is clear and correct and is suitable to the audience. Therapist’s use of discipline-specific vocabulary is precise and serves to extend understanding.	The therapist communicates the relationship of therapy to educational programming; directions and procedures are clear and anticipate possible misunderstanding. Therapist’s explanation of content is thorough and clear, developing conceptual understanding through scaffolding and modifying communication style in response to audience. Students are encouraged to contribute to the therapy process. Therapist’s spoken and written language is expressive and serves to extend understanding. Communication enables students to generalize therapeutic strategies in a variety of environments.
Critical Attributes	Therapist does not explain the relationship between therapy and educational programming to parents, staff, and students. Therapist’s verbal communication in IEP/staff meetings is confusing, disorganized, or vague, and therapist is unable to answer questions or clarify. Therapist’s training/education of teachers, paraprofessionals and others in the student’s therapy program (e.g. positioning, equipment, routines, etc.) is inadequate, or absent. Therapist’s explanations to students are unclear, and/or not appropriate to the student’s individual needs. Portions of the therapist’s written communication in the IEP and other professional documents contain significant errors of content, grammar, or syntax. Therapist’s written communication in the IEP and other professional documents is consistently incomplete or not completed on time. Therapist does not or is unable to clarify medical or therapy terminology.	Therapist rarely explains the relationship between therapy and educational programming to parents, staff, and students as appropriate. Therapist’s verbal communication in IEP/staff meetings may be confusing or disorganized. Therapist’s training/education of teachers, paraprofessionals and others in the student’s therapy program (e.g. positioning, equipment, routines, etc.) is inconsistently effective. Therapist’s explanations to students may be unclear, or not appropriate to the student’s individual needs. Portions of the therapist’s written communication in the IEP and other professional documents are disorganized or difficult to follow. Therapist rarely clarifies medical or therapy terminology.	Therapist explains the relationship between therapy and educational programming to parents, staff, and students as appropriate. Therapist’s verbal communication in IEP/staff meetings facilitates the team’s understanding of student’s level of function and needs. Therapist’s training/education of teachers, paraprofessionals and others in the student’s therapy program (e.g. positioning, equipment, routines, etc.) is effective and appropriate. Therapist’s explanations to students are through, clear, and appropriate to the student’s individual needs. Therapist’s written communication in the IEP and other professional documents is clear and organized. Therapist usually clarifies medical or therapy terminology to extend understanding of all listeners.	Therapist skillfully explains the relationship between therapy and educational programming to parents, staff, and students as appropriate, anticipating misunderstanding and clarifying as needed. Therapist’s verbal communication in IEP/staff meetings is clear, helpful, responsive the needs of the listeners and facilitates the team’s understanding of student’s level of function and needs. Therapist’s training/education of teachers, paraprofessionals and others in the student’s therapy program (e.g. positioning, equipment, routines, etc.) is effective and appropriate, anticipating misunderstanding and providing additional resources as needed. Therapist’s explanations to students are through, clear, and appropriate to the student’s individual needs, and adapting communication style as needed to prevent misunderstanding. Therapist’s communication with students is reciprocal, and encourages students to contribute to the therapy process when possible. Therapist’s written communication in the IEP and other professional documents is clear, organized, and exceptionally well written. Therapist consistently clarifies medical or therapy terminology to extend understanding of all listeners.

Unsatisfactory	Needs Improvement	Proficient	Excellent
3b: Implementing and adapting therapy services to maximize students’ success	Therapy services are not suited to the students’ ability level and may not be individually designed to meet student needs. Therapist is unaware of student needs and responses to programming. Therapy services may not be provided equitably to all students.	Therapy services are not consistently suited to the students’ ability level and may not be fully individualized to meet student needs. Therapist is aware of student needs and responses to programming, but may inconsistently implement and adapt services.	Therapy services are typically suited to the students’ ability level and are individualized to meet student needs. Therapist is aware of student needs and responses to programming. Therapist consistently implements and adapts services in response to student needs.	Therapist uses innovative and evidence-based treatments that are suited to the students’ ability level and are individualized to meet student needs. Therapist skillfully enables students to contribute to decisions regarding their own therapy program to the best of their ability. Therapist skillfully implements and adapts services in response to student needs.
Critical Attributes	Therapist is unaware of or unresponsive to student needs. Therapist does not attempt to adapt treatment when student is unsuccessful. Therapy services (e.g. IEP minutes, programming choices, grouping) are not appropriate to individual student needs or goals.	Therapist inconsistently monitors student’s response to treatment. Therapist attempts to adapt treatment as needed within the therapy session with inconsistent results. Therapist does not effectively adjust therapeutic activities, resulting in tasks that are too difficult or not challenging enough for students.	Therapist monitors student’s response to treatment. Therapist adapts treatment as needed within the therapy session based on student response. Therapist adjusts therapeutic activities to provide an appropriate level of challenge for individual students.	Therapist demonstrates knowledge of current evidence the therapy area and interprets evidence to guide treatment. Therapist carefully monitors student response to treatment, seamlessly adapting planned activities as appropriate within the therapy session. Therapist skillfully enables students to contribute to decisions regarding their own therapy program to the best of their ability. As developmentally appropriate, therapist assists students to recognize activities or strategies that contribute to success. Therapist subtly adjusts therapeutic activities to provide an appropriate level of challenge for individual students.

Unsatisfactory	Needs Improvement	Proficient	Excellent
3c: Engaging students in the therapy process	Students are unable to engage in the therapy program because the therapy is unsuitable to the student’s learning style or incompatible with the educational environment. The therapy program has no clearly defined structure, or engagement is limited by treatment pacing that is too slow or rushed.	Therapeutic services allow most students to be passively engaged or merely compliant. Students are engaged intermittently. Therapy program has a recognizable structure; however, the pacing of the activities may not provide students the time needed to be engaged or may be so slow that many students have a considerable amount of “down time.”	Students are engaged in therapeutic activities that are designed to provide an appropriate level of challenge. The therapy program has a clearly defined structure, and the pacing of activities is appropriate, providing most students the time needed to be actively engaged.	Students are actively engaged and challenged through well-designed therapeutic tasks and activities. Therapist provides suitable scaffolding and challenges students to maximize engagement. There is evidence of some student contribution to therapeutic programming; students may serve as models for peers as appropriate. The therapy program has a clearly defined structure, and the pacing provides students the time needed to actively engage with other peers and reflect upon their progress.
Critical Attributes	Students are unable to engage in therapy because activities are not aligned with ability level. Execution of the therapy sessions lacks structure. Students are not engaged in the therapy sessions because treatment is too slow or rushed. Student engagement is limited by treatment that is not student-centered; therapist disregards student areas of interest and valid student contributions to programming.	Students passively participate in most therapeutic tasks and activities. Most therapeutic activities are not appropriately challenging to facilitate student interest. Therapist intermittently facilitates student engagement. Therapy sessions inconsistently enable students to engage and may lack structure, or have inappropriate pacing.	Most students actively participate in therapeutic tasks and activities. Most therapeutic activities are appropriately challenging to facilitate student interest. Therapist usually facilitates student engagement by providing student-centered services that incorporate student interests or elicit student contribution to programing, according to ability level. Most therapy sessions enable students to engage because they are well-paced, with defined objectives and success.	Students actively participate in well-designed therapeutic tasks and activities. Therapeutic activities are appropriately challenging to facilitate student interest. Therapist consistently facilitates engagement by providing student-centered services that incorporate student interests or elicit student contribution to programing, according to ability level. The therapy session enables students to engage because it is well-paced, with clear objectives and defined success. When appropriate, therapist encourages students to engage by reflecting on performance, or acting as models for peers.

Unsatisfactory	Needs Improvement	Proficient	Excellent
3d: Using Assessment/Evaluation to Guide Therapy	Assessment methods or tools are administered incorrectly or are inappropriate for student characteristics, needs, or goals. There is no attempt to engage the student in the assessment process. Therapist does not provide feedback, feedback is of uniformly poor quality, or is not in a timely manner in regards to the therapy program.	Assessment methods or tools are appropriate, but may not be ideally matched to student characteristics, needs, or goals. Assessment administration may be inefficient. Some useful information is gathered, but student progress is not assessed consistently as needed to determine success of therapy services. Feedback is inconsistent in quality or vague. Therapist feedback is not always communicated effectively to the audience. Timeliness of feedback is inconsistent.	Assessment methods or tools are chosen individually for each student/group and administered correctly. Feedback is consistently high quality, and communicated effectively to the audience in a timely manner. When appropriate, students are given opportunity to assess their own performance. Information gathered is used consistently to determine progress.	Therapist skillfully chooses, designs, and administers assessments. Feedback is consistently high quality, and communicated effectively to the audience in a timely manner. Therapist continuously assesses student performance during treatment. Feedback is accurate and specific to the therapy program. Students are given the opportunity to self-assess and monitor their own progress within the therapy program when appropriate. Therapist successfully differentiates assessment methods to anticipate a range of responses and plan accordingly.
Critical Attributes	Therapist demonstrates limited understanding of available assessments. Therapist may be inefficient in administration procedures and scoring. Therapist demonstrates limited understanding of standardization, and interpretation. Therapist chooses assessments that are appropriate, but may not be ideal for the individual student’s areas of concern. Therapist inconsistently adapts assessment plans based on student response. Therapist’s system for collecting data for on student progress on individual goals is not effective for all students. Therapist’s communication of assessment results is vague and may not be completed in a timely manner.	Therapist demonstrates limited understanding of available assessments. Therapist may be inefficient in administration procedures and scoring. Therapist demonstrates limited understanding of standardization, and interpretation. Therapist chooses assessments that are appropriate, but may not be ideal for the individual student’s areas of concern. Therapist inconsistently adapts assessment plans based on student response. Therapist’s system for collecting data for on student progress on individual goals is not effective for all students. Therapist’s communication of assessment results is vague and may not be completed in a timely manner.	Therapist demonstrates understanding of available assessments including administration procedures, scoring, standardization, and interpretation. Therapist chooses assessments that are specific and sensitive to the individual student’s areas of concern. Therapist frequently adapts assessment plans as appropriate based on student response. Therapist has an effective system to assess and collect data on student progress on individual goals. Therapist communicates assessment results and goal progress to team members, including the student when appropriate. Therapist encourages students to participate in self-assessment of functional performance when appropriate.	Therapist demonstrates a thorough understanding of available assessments including administration procedures, scoring, standardization, and interpretation. Therapist skillfully chooses assessments that are specific and sensitive to the individual student’s areas of concern. Therapist consistently adapts assessment plans as appropriate based on student response. Therapist has a well-designed system to assess and collect data on student progress on individual goals. Therapist clearly communicates assessment results and goal progress to team members, including the student when appropriate. Therapist uses innovative strategies to enable students to participate in self-assessment of functional performance when appropriate.

Unsatisfactory	Needs Improvement	Proficient	Excellent
3e: Demonstrating Flexibility and Responsiveness	Therapist adheres rigidly to a therapy program in spite of evidence of poor student response. Therapist ignores questions; when students have difficulty making progress, therapist consistently blames them for their lack of success. Therapist is unresponsive to concerns expressed by parents, colleagues, and the student.	Therapist attempts to adjust the therapy program to accommodate and respond to student questions and interests with mixed results. Therapist accepts responsibility for the student progress, but has only a limited repertoire of strategies to use. Therapist is inconsistently responsive to concerns expressed by parents, colleagues, and the student.	When needed, therapist makes a minor adjustment to the therapy program and does so smoothly. Therapist successfully accommodates student and staff needs. Using a repertoire of strategies, therapist persists in seeking approaches for students who have difficulty making progress toward therapy goals. Therapist responds constructively to concerns expressed by parents, colleagues, and the student.	Therapist seizes an opportunity to enhance student performance, building on a spontaneous event or student interests. Using a repertoire of therapeutic strategies and soliciting additional resources, therapist persists in seeking effective approaches for students. Therapist anticipates areas of concern that may be expressed by parents, colleagues, and the student, and makes subtle adjustments to programming as needed.
Critical Attributes	Therapist ignores indications of student boredom or lack of understanding. Therapist brushes aside student questions. Therapist conveys to students that when they have difficulty learning it is their fault. In reflecting on practice, therapist does not indicate that it is important to reach all students. Despite evident student confusion, therapist makes no attempt to adjust the lesson.	Therapist’s efforts to modify the lesson are only partially successful. Therapist makes perfunctory attempts to incorporate student questions and interests into the lesson. Therapist conveys to students a level of responsibility for their learning but also his or her uncertainty about how to assist them. In reflecting on practice, therapist indicates the desire to reach all students but does not suggest strategies for doing so.	When improvising becomes necessary, therapist makes adjustments to the lesson. Therapist incorporates students’ interests and questions into the heart of the lesson. Therapist conveys to students that s/he has other approaches to try when the students experience difficulty. In reflecting on practice, therapist cites multiple approaches undertaken to reach students having difficulty.	Therapist’s adjustments to the lesson, when needed, are designed to assist individual students. Therapist seizes on a teachable moment to enhance a lesson. Therapist conveys to students that s/he won’t consider a lesson “finished” until every student understands and that s/he has a broad range of approaches to use. In reflecting on practice, therapist can cite others in the school and beyond whom s/he has contacted for assistance in reaching some students.

Domain 4: Professional Responsibilities

Unsatisfactory	Needs Improvement	Proficient	Excellent
4a: Reflecting on Therapy	Therapist does not know whether a lesson was effective or achieved its goals, or therapist profoundly misjudges the success. Therapist has no suggestions for how the therapy program could be improved.	Therapist has a generally accurate impression of therapy’s effectiveness and the extent to which goals were met. Therapist makes general suggestions about how a program could be improved.	Therapist makes an accurate assessment of therapy’s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment. Therapist makes a few specific suggestions of how the program could be improved.	Therapist makes a thoughtful and accurate assessment of therapy’s effectiveness and the extent to which it achieved its goals, citing many specific examples and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, therapist offers specific alternative actions, complete with the probable success of different courses of action.
Critical Attributes	Therapist considers the therapy program but draws incorrect conclusions about its effectiveness. Therapist makes no suggestions for improvement.	Therapist has a general sense of whether or not the therapy program is effective. Therapist offers general modifications for future therapy programming.	Therapist accurately assesses the effectiveness of the therapy program. Therapist identifies specific ways in which a therapy session might be improved.	Therapist makes a thoughtful assessment of the therapy program and can explain in detail the reasoning for specific treatment choices. Therapist can explain in detail alternative treatment options, and the anticipated outcomes of those options. Therapist’s suggestions for improvement draw on an extensive repertoire of skills and strategies.

Unsatisfactory	Needs Improvement	Proficient	Excellent
4b: Maintaining Accurate Records	Therapist’s system, for maintaining student records, is nonexistent or in disarray. Therapist’s system for maintaining student records is inconsistently effective and requires oversight to maintain compliance with department and legal guidelines.	Therapist’s system for maintaining student records is ineffective and requires oversight to maintain compliance with department and legal guidelines.	Therapist’s system for maintaining student records is effective and is compliant with department, district and legal guidelines.	Therapist’s system for maintaining student records is fully effective and efficient, and is compliant with department, district and legal guidelines.
Critical Attributes	There is no system for therapy records or record-keeping systems are in disarray and provide incorrect information. Record systems are noncompliant with department, district, and/or state guidelines.	Therapist requires oversight or assistance to consistently main the keeping system in compliance with state, district, department and/or school guidelines. Therapist’s process for maintaining student records is cumbersome or difficult to manage. Therapist’s process for maintaining data is out of date and/or does not allow for timely access.	Therapist’s record keeping system is consistently compliant with state, district, department and school guidelines. Therapist’s process for maintaining student records is effective. Therapist’s records are up to date and allow for timely access.	Therapist’s records are easily accessible, allowing easy transfer of information to others. Therapist’s system for maintaining student records is complete and accurate, skillfully incorporating changes in regulations or technology as appropriate.

Unsatisfactory	Needs Improvement	Proficient	Excellent
4c: Communicating with Families	Therapist provides little information about the therapy program to families; therapist’s communication about students’ progress is minimal. Therapist does not respond, or responds insensitively, to parental concerns.	Therapist makes sporadic attempts at communication with families about the therapy program and about the progress of individual students but does not attempt to engage families in the therapy program. Moreover, the communication that does take place may not be culturally sensitive to those families.	Therapist provides frequent and appropriate information to families about the therapy program and conveys information about individual student progress in a culturally sensitive manner. Therapist makes attempts to engage families in the therapy program.	Therapist communicates frequently with families in a culturally sensitive manner, with students contributing to the communication. Therapist responds to family concerns with professional and cultural sensitivity. Therapist’s efforts to engage families in the therapy program are frequent and successful.
Critical Attributes	Little or no information regarding the therapy program is available to parents. Families are unaware of their children’s progress. Therapist responds inappropriately to requests or concerns expressed by families. Therapist’s communication is culturally inappropriate.	Materials about the therapy program are sent home, but may be standard forms rather than personalized information. Therapist sends home infrequent or incomplete information about student progress. Inconsistent attempts have been made by therapist to offer suggestions for carryover activities at home. Therapist attempts to adjust communication to families’ cultural norms, but may not be effective in communicating with families of various cultures.	Therapist makes information about the therapy program available to families. Therapist sends home information about student progress within an appropriate time frame. Therapist successfully engages families in the student’s therapy program. Therapist’s communication reflects an understanding of families’ cultural norms.	Therapist develops individualized materials to inform families about the therapy program. Therapist proactively communicates with parents about changes in student progress, development and growth. Therapist regularly and actively involves families in the therapy program by instructing families in methods to assist the student in the home and community. Therapist assists families by advocating for necessary resources and opportunities for student growth outside of the school setting. All of therapist’s communications are highly sensitive to families’ cultural norms.

Unsatisfactory	Needs Improvement	Proficient	Excellent
4d: Growing Individually and Collaboratively as a Practitioner	Therapist does not engage in professional development opportunities to enhance knowledge or skill. Therapist resists and reluctantly accepts feedback on performance from either supervisors or colleagues. Therapist makes no effort to share knowledge with others or to assume professional responsibilities. Therapist’s relationships with colleagues are negative, strained or self-serving. Therapist avoids participation in a professional culture of the school(s), resisting opportunities to become involved. Therapist avoids becoming involved in district events or projects.	Therapist participates to a limited extent in professional opportunities when they are convenient. Therapist engages in a limited way with colleagues and/or supervisors in professional conversation about practice, including some feedback on performance. Therapist finds limited ways to assist other therapists and contribute to the profession. Therapist maintains cordial relationships with colleagues to fulfill duties that the district requires. Therapist participates in the school’s culture of professional inquiry when invited to do so. Therapist participates in district events or projects when specifically asked.	Therapist seeks out opportunities for professional development to enhance content knowledge and skill. Therapist actively engages with colleagues and/or supervisors in professional conversation about practice, implementation of skills, including feedback about performance. Therapist participates actively in assisting other colleagues and looks for ways to contribute to the profession. Therapist’s relationships with colleagues are characterized by mutual support and cooperation; therapist actively participates in a culture of professional inquiry. Therapist volunteers to participate in district events or projects, making a substantial contribution.	Therapist seeks out opportunities for professional development and makes a systematic effort to conduct action research. Therapist solicits feedback on practice from supervisors and/or colleagues. Therapist initiates important activities to contribute to the profession. Therapist’s relationships with colleagues are characterized by mutual support and cooperation, with therapist taking initiative in assuming leadership among the staff. Therapist takes a leadership role in promoting a culture of professional inquiry. Therapist volunteers to participate in district events or projects, making a substantial contribution and assuming a leadership role in at least one aspect of district life.
Critical Attributes	Therapist’s relationships with colleagues are negative or self-serving. Therapist avoids becoming involved in district and/or department activities. Therapist does not attend mandatory district and/or department meetings. Therapist disregards recommended therapy procedures (OT/PT orientation manual information, administrative procedures, etc.). Therapist does not participate in continuing education opportunities offered or required by the district. Therapist’s chooses continuing education that is not relevant to school-based pediatric therapy. Therapist responds negatively, defensively, or unprofessionally to feedback on performance.	Therapist maintains cordial relationship with colleagues to fulfill required duties. Therapist participates in district and/or department projects when specifically asked. Therapist typically follows recommended therapy procedures (OT/PT orientation manual information, administrative procedures, etc.), but contributes little to their development. Therapist participates in continuing education opportunities required by the district, but does not seek additional continuing education. Therapist may not seek feedback, but accepts feedback on performance. However, therapist may not respond productively.	Therapist is supportive and cooperative in relationships with colleagues. Therapist actively supports district and/or department initiatives. Therapist volunteers to participate in district and/or department projects, making a contribution. Therapist contributes to the development and follows through on district therapy procedures. Therapist participates in continuing education opportunities offered and required by the district, and seeks additional continuing education related to school-based therapy. Therapist seeks feedback on performance when appropriate and responds professionally.	Therapist takes initiative in supporting colleagues by sharing materials and expertise. Therapist volunteers and assumes a leadership role in district and/or department initiatives, making a substantial contribution. Therapist takes a leadership role in the development of therapy procedures for the district. Therapist participates in continuing education opportunities in and outside of the district and shares resources with colleagues. Therapist seeks feedback on performance from multiple sources when appropriate and responds professionally. Therapist gives feedback to colleagues when appropriate in a professional and productive manner.

Unsatisfactory	Needs Improvement	Proficient	Excellent
4e: Showing Professionalism	Therapist displays dishonesty in interactions with colleagues, students, and the public. Therapist is not alert to students’ needs and contributes to school practices that result in some students’ being ill served by the school. Therapist makes decisions and recommendations that are based on self-serving interests. Therapist does not comply with school and district regulations.	Therapist is honest in interactions with colleagues, students, and the public. Therapist attempts to serve students are inconsistent, and does not knowingly contribute to some students being ill served by the school. Therapist’s decisions and recommendations are based on limited though genuinely professional considerations. Therapist must be reminded by supervisors about complying with school and district regulations.	Therapist displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Therapist is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Therapist maintains an open mind in team or departmental decision making. Therapist complies fully with school and district regulations.	Therapist can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. Therapist is highly proactive in serving students, seeking out resources when needed. Therapist makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. Therapist takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Therapist complies fully with school and district regulations, taking a leadership role with colleagues.
Critical Attributes	Therapist is dishonest. Therapist is not aware of student needs. Treatment choices prioritize the therapist’s personal preferences over student need. Therapist ignores or rejects district regulations.	Therapist is honest. Therapist is aware of the needs of the students, but addresses them inconsistently. Therapist understands the student’s needs, may not notice the relationship between therapy practices and conditions for student success in the therapy program. Therapist attempts to make decisions with professionalism, but may consider only a limited range of factors. Therapist requires oversight to comply with district regulations	Therapist is honest and known for having high standards of integrity. Therapist actively addresses student needs. Therapist actively works to provide opportunities for student success. Therapist consistently participates and demonstrates professionalism in team and department decision making. Therapist is knowledgeable about and compliant with district regulations.	Therapist is considered a leader in terms of honesty, integrity, and confidentiality. Therapist is highly proactive in serving students and addressing student needs. · Therapist makes a concerted effort to ensure opportunities are available for all students to successful interact and participate together within the educational program, at home and in the community. The therapist takes a leadership role in team and departmental decision making and models highly professional behavior. Therapist is very knowledgeable and supports colleagues by providing mentorship or other support to facilitate compliance with district regulations.