SCHOOL PSYCHOLOGISTS (SP) & SOCIAL WORKERS (SW) GROWTH AND PERFORMANCE SYSTEM OVERVIEW

Transcription

1 SCHOOL PSYCHOLOGISTS (SP) & SOCIAL WORKERS (SW) GROWTH AND PERFORMANCE SYSTEM OVERVIEW To achieve our shared vision of Every Child Succeeds, we are in the midst of an important effort to improve and enhance the way we support our educators to ensure we have the best teams of educators serving our families and our students. Just as we have high expectations for our students, it is equally important that we have high expectations and support the development of our educators including teachers, school leaders, specialized service providers and all central school-support employees to meet our shared goals for students learning and growth. The new Denver Public Schools (DPS) School Psychologists (SP) and Social Workers (SW) growth and performance system builds upon the Framework for Effective Teaching used in LEAP to ensure we are empowering DPS employees with a shared understanding for performance expectations and professional growth in order to reach our community s goal of helping all students graduate DPS ready for college and chosen careers. As this is the first year of the new SPs and SWs growth and performance system, DPS recognizes that improvements will be identified and implemented over time. SPs and SWs are vital members of the education team, and the new system will ensure that they continue to grow the knowledge and skills necessary to ensure diverse student populations have equitable access to academic instruction and participation in school related activities. As we embark upon this new effort, we do so with confidence that the new process will reinforce our values and contribute to achieving our vision, Every Child Succeeds. To continue supporting SPs and SWs development, DPS has worked collaboratively during the last year with our Student Services staff, leaders and the Denver Classroom Teachers Association (DCTA) to develop a new growth and performance system. SPs and SWs receive final results via an End-of-Year Conversation with their school leader or district supervisor in order to provide them with the feedback and support they need to continue growing and serving our students. As SPs and SWs review their year-end ratings and feedback this spring and identify strengths and growth areas, they will also identify next steps and opportunities for professional learning. How is the School Psychologists (SP) and Social Workers (SW) Growth and Performance System similar to/different from LEAP? The School Psychologists (SP) and Social Workers (SW) growth and performance system is unique to the profession, but does contain some similarities to LEAP s Growth and Performance System for DPS teachers. The measures of Professional Practice for SPs and SWs contains indicators that are grouped into five expectations that align closely with the five Quality Standards from the Colorado Department of Education Specialized Service Providers (SSP) System and together they cover on-stage, off-stage and student voice, whereas Professional Practice in LEAP contains three separate measures: Observation, Professionalism and Student Perception. However, in both cases, many similar behaviors are measured, and providers are given ratings on a 7-point scale that spans 4 categories (Distinguished, Effective, Approaching, and Not Meeting). A major difference in the SPs and SWs growth and performance system from LEAP is the importance of Beginning-of-Year Conversations. Beginning-of-Year Conversations are critical to the successful growth and performance of the SPs and SWs. This is where the SPs and SWs and their primary supervisor will establish expectations and the process and frequency for capturing evidence about performance. How ratings are determined is another key difference from LEAP. Profesional Practice ratings for SPs and SWs are determined by averaging the rating achieved on the five framework expectations. Primary supervisors will have the ability to more heavily weigh indicators or expectations that are deemed more or less critical for a particular SP s and SW s role (an expectation that should be set in the Beginning-of-Year Conversations). For a complete guide to the similarities and differences from LEAP, please see document titled Comparison of SSP Growth and Performance System to LEAP. GROWTH AND PERFORMANCE SYSTEM OVERVIEW DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 1

2 The Annual School Psychologists (SP) and Social Workers (SW) Growth and Performance System While there are three designated opportunities to review and discuss performance, the growth and performance system has been designed in a way that will allow primary supervisors to provide continuous feedback to employees on their effectiveness. Employees and their primary supervisor should have a scheduled time to conduct a Beginning-of-Year, Mid-Year and End-of-Year Conversation. In between these conversations, the supervisor must deliver formal and informal feedback regularly based on observations of their practice or other agreed upon methods for capturing performance data. This may take the form of a scheduled meeting time, written feedback, or even a shorter, informal discussion followed by a brief . For additional information on detailed roles and responsibilities, please see the Growth and Performance System Roles and Responsibilities Chart on the LEAP website. Observations and collection of data points, which demonstrate an employee s effectiveness, will vary greatly based on the employee s specific role, interaction with students and time in the building. The process and frequency for observations and data collection is a critical agreement that should be made during Beginning-of-Year Conversations. The process for observations and data collection may take many different forms. It could include: a primary supervisor observing the employee during an IEP meeting, a primary supervisor observing a student that receives direct services from the employee in the general classroom, a primary supervisor asking the employee to send specific documents via or direct conversations with the employee, staff, students or students families. Beginning-of-Year Conversations Beginning-of-Year Conversations are crucial to the success of the growth and performance system. Without them, employees and primary supervisors will likely have conflicting views on: the more or less critical components of the employee s role validity of data points areas for growth best ways to impact students growth the definition of effective practice Purpose of a Beginning-of-Year Conversation To allow employees and their primary supervisor to mutually agree on the specific responsibilities and growth areas the employees will focus on for the school in alignment with the employees role-specific framework. To quantify the more and less critical components of the DPS Frameworks in relation to the environment, amount of time and population served, that applies to the employee. Agree on what effective performance means and what it will look like (after reviewing/ discussing effective behaviors). Set expectations for how data collection will occur in order for primary supervisors to assess the performance of the employee. Agree on timing and process for sharing feedback throughout the year in support of the employee s growth. Roles and responsibilities in the process have been designed to empower the employees to identify and share their views on the key elements of their role and receive the level of support they desire to improve their performance. This is visible in the detailed conversation guides and reflection tool that employees can use to prepare for key conversations outlined in the process. Supervisors have the responsibilities of being accountable for adherence to process the collection of data points and transparency. Transparency is achieved through the delivery of clear, actionable feedback that employees can use to improve their performance. GROWTH AND PERFORMANCE SYSTEM OVERVIEW DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 2

3 Mid-Year Conversations Mid-year conversations are the next major step in the growth and performance system process. They are an opportunity for employees to provide updates on the nature of services being provided to students, and for primary supervisors to discuss preliminary ratings, feedback on effectiveness and concrete next steps on how to improve performance. The primary supervisor should also ask how he/she can support the employee s continued growth. If the delivery of feedback has been steady since the Beginning-of-Year Conversation, then neither the employee nor primary supervisor should be surprised by any information received or discussed. Purpose of a Mid-Year Conversation To allow employees and their primary supervisor to reflect on employees performance through giving and receiving feedback. For primary supervisors to share preliminary ratings assigned at the expectation level based on data collected. For primary supervisors to share feedback on the employees performance using behaviors at the indicator level. To reflect on the Beginning-of-Year Conversation in order identify any change in focus in the employee s role due to environmental factors, e.g., different student populations, different building, more IEPs, etc. To identify strengths, growth areas and next steps for the employee s development, and discuss how the supervisor can support continued growth. Identify and discuss data points collected to date, ensuring that they match the process and frequency that was agreed upon earlier in the year and discuss additional data points that are needed for the remainder of the year. Discuss progress on Student Learning Objectives (SLOs). End-Of-Year Conversations The End-of-Year Conversation is the last formal discussion of the growth and performance system. It is the time during which strengths, progress in growth areas and data points that validate performance should be discussed, along with the SP s and SW s final rating. The process does not end here but rather contributes to supporting the employee s growth and performance in following year. The outcome should assist the employee in identifying new areas for growth, professional learning opportunities and methods to improve performance. Purpose of an End-Of-Year Conversation For primary supervisors to share ratings assigned at the expectation level based on evidence collected. For primary supervisors to share feedback on the employee s performance using behaviors at the indicator level. Identify and discuss evidence collection that has occurred, ensuring that it is complete and matches the process and frequency that was agreed upon earlier in the year. To identify strengths and growth areas for the employee s development. To identify clear, actionable steps in partnership with the employee to improve their performance. GROWTH AND PERFORMANCE SYSTEM OVERVIEW DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 3

4 Student Growth It is important that we look at the impact of an educator on the students they served in DPS worked to meet state law by providing overall LEAP ratings to teachers for the first time that included measures of students growth. We learned through this process that we had more work to do to ensure all educators, including SPs and SWs, have multiple measures that show how each educator is impacting students outcomes and growth. Recently passed Senate Bill 165, provides districts with greater flexibility for the school year concerning how districts use students growth measures. In collaboration with DCTA, the district has decided to take advantage of the new law and will not calculate students growth/outcomes data as 50% of overall ratings in Ratings will be comprised solely of Professional Practice data. This will allow us more time to refine students growth/outcomes measures and ensure all educators have valuable data that represents their individual contribution to students growth/outcomes. One data source we hope to use in the future is Student Learning Objectives. Piloted in 14 schools in , SLOs are developed in collaboration with peers and school leaders to measure students mastery of content and skills, identify student intervention needs and identify practices that promote mastery. SLOs use a variety of assessments to measure results, which are identified as part of the planning process. As we continue to learn how to use SLOs across all of our schools in , we will work toward using them as a measure for Student Growth/Student Outcomes. Additional details will be provided as they become available. Process for Establishing Primary Supervisors Primary supervisors for SSPs will generally be assigned based on one of the examples listed below: 1. Audiologists, DHH Itinerants, Teachers of the Visually Impaired, Orientation and Mobility Specialists and Occupational and Physical Therapists will be supervised by his/her District Supervisor within Student Services. 2. Any SSP with a 5-day a week assignment will be supervised by the School Leader at his/her school. 3. Any SSP assigned to two, three or four schools will be supervised by the School Leader at the building where he/she spends the most time. 4. Any SSP assigned to five schools will be supervised by the School Leader at his/her Monday school assignment. A small number of individuals may not be covered by the above scenarios. In those cases, the Student Services Human Resource (HR) School Partner will be responsible for identifying the supervisor for purposes of the Growth and Performance System (GPS). The HR School Partner will also be responsible for ensuring that the supervisor for purposes of the growth and performance system is updated as needed for changes in building assignments, School Leadership or other organizational changes. GROWTH AND PERFORMANCE SYSTEM OVERVIEW DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 4

5 DPS FRAMEWORK FOR EFFECTIVE SCHOOL PSYCHOLOGISTS (SP) & SOCIAL WORKERS (SW) ROLE EXPECTATION INDICATOR SCHOOL PSYCHOLOGISTS (SP) & SOCIAL WORKERS (SW) Demonstrates Mastery of and Expertise in the Domain for Which They are Responsible Establishes a Safe, Inclusive and Respectful Learning Environment Plans, Delivers and Monitors Services that Facilitates Learning Reflects on Practice Demonstrates Collaboration, Advocacy and Leadership 1.A Designs and incorporates developmentally appropriate evidence-based practices from research findings into services. 1.B Demonstrates knowledge of effective services that reduce barriers to and support learning across the home, school and community settings. 2.A Demonstrates knowledge of, interest in and respect for diverse students communities and cultures in a manner that increases equity. 2.B Implements high, clear expectations for students behaviors, including self-advocacy. 3.A Provides services and/or specially designed instruction aligned with state and federal laws, Denver Public Schools (DPS) regulations and procedures and the individual needs of students. 3.B Utilizes multiple sources of data to identify the need for and design of services that meet the needs of individual students and schools. 3.C Monitors and adjusts services as needed to ensure continuous progress toward achieving academic standards, social and emotional goals of students, schools and the district. 4.A Demonstrates self-awareness, reflects on practice with self and others and acts on feedback. 4.B Pursues opportunities for professional growth which contributes to students and schools growth and a culture of inquiry. 5.A Advocates for and engages students, families and the community in support of improved students achievement. 5.B Collaborates with school teams to positively impact students outcomes. 5.C Builds capacity among colleagues and demonstrates service to students, school, district and the profession. Symbols have been incorporated into this document to provide guidance on the most likely method of observation for effective behaviors. Key to Symbols: Read Observe Information Literacy/Technology Conversation OVERVIEW DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 5

6 EXPECTATION: DEMONSTRATES MASTERY OF AND EXPERTISE IN THE DOMAIN FOR WHICH THEY ARE RESPONSIBLE INDICATOR 1.A: Designs and incorporates developmentally appropriate evidence-based practices from research findings into services*. Has limited understanding of evidence-based practices and resources** to obtain relevant current research. Is unable to provide services that are appropriate for students developmental levels. Has limited understanding of developmental benchmarks and atypical development. Is able to identify resources of appropriate evidence-based practices to support the social, emotional and academic growth of students. Usually designs and incorporates evidence-based practices into services, which are appropriately aligned to students and/or schools needs. Demonstrates an understanding of typical vs. atypical development to guide services. Actively seeks out new resources of appropriate evidence-based practices to support the social, emotional and academic growth of students. Consistently designs and incorporates evidencebased practices into services, which are appropriately aligned to students and/or schools needs. Utilizes understanding of typical vs. atypical development to implement services. Reports his/her own results to colleagues and supervisors to add to the discussion of evidencebased practices. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. **Resources can be anything that is utilized to assist students in progress toward achievement of individualized student goals and/or mastery of the content-language objective(s), including: academic tools, language supports, media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on student needs. Pre- and post-data on assessments and interventions Individual and group interventions with developmentally appropriate activities Students assessments Individualized Education Programs (IEPs) multi-disciplinary or evaluative reports and/or Present Level of Performance (PLOP) or 504 Plans Certificate of attendance for Professional Development Evaluative data on presentation for Staff and Faculty Outlines and data from group or classroom intervention Data demonstrating the effectiveness of a group or classroom intervention Professional Development provided to staff or parents Functional Behavior Assessment/Behavior Improvement Plan (FBA/BIP) EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 1.A 6

7 EXPECTATION: DEMONSTRATES MASTERY OF AND EXPERTISE IN THE DOMAIN FOR WHICH THEY ARE RESPONSIBLE INDICATOR 1.B: Demonstrates knowledge of effective services* that reduce barriers to and support learning across the home, school and community settings. Rarely identifies barriers to learning, including those related to the home, school and community and/or their impact on students mental health. Does not support or implement strategies to coordinate information or provide resources** to promote improved students participation in the home, school and community. Usually identifies barriers to learning, including those related to the home, school and community and/or their impact on students mental health. Designs, provides and shares with educational team: services, adaptations and modifications in order to support students and schools goals achievement. Collaborates with and provides resources to the educational team and students families to reduce barriers and support students achievement across home, school and community environments. Seeks solutions and consults with team members to provide clear instruction about interventions and adaptations to classroom teachers to reduce the students barriers to learning and increase access to the curriculum. Demonstrates that community and other DPS resources are being utilized to increase effectiveness of services. Assumes leadership role when participating with educational team and families. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. **Resources can be anything that is utilized to assist students in progress toward achievement of individualized student goals and/or mastery of the content-language objective(s), including: academic tools, language supports, media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on student needs. Well maintained list of community resources with contact information Participation in meeting with community stakeholders e.g., Parent Teacher Student Association (PTSA) or parents school meetings Log of resources provided to parents and families Individual and group intervention with developmentally appropriate activities Individualized Education Programs (IEPs) multi-disciplinary report and/or PLOP or 504 Plans Consultation Records and Reports Data demonstrating the effectiveness of a group or classroom intervention and/or community resources Professional Development provided to staff or parents of participation in school leadership teams Results of parent satisfaction survey EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 1.B 7

8 EXPECTATION: ESTABLISHES A SAFE, INCLUSIVE AND RESPECTFUL LEARNING ENVIRONMENT INDICATOR 2.A: Demonstrates knowledge of, interest in and respect for diverse students communities and cultures in a manner that increases equity. Rarely facilitates students equitable access to content, participation, peer interaction and/or teacher attention. Rarely takes culture and diversity into account when delivering interventions and assessments. Does not demonstrate understanding of differences between native and schools cultures; native language is discouraged and/or teacher insists on students assimilation to schools cultures without support or respect for native cultures. Does not provide representation of students cultures, the culture of disability, community, family and/or background* in services**. Dismisses, ignores or inappropriately handles cultural and diversity*** issues. Sometimes or inconsistently facilitates students equitable access to content, participation, peer interaction and/or teacher attention. Inconsistently takes culture and diversity into account when delivering interventions and assessments. Interacts with students in ways that accept students cultural preferences and native languages that may be different from teacher s own. Limited evidence of students cultures, the culture of disability, community, family and/or background is present in services. Consistently takes culture and diversity into account when delivering interventions and assessments. Interacts with students in ways that validate, respect and encourage their cultural preferences and native languages that may be different from teacher s own. Varied cultural perspectives (e.g., students cultures, the culture of disability, community, family, background, etc.) are represented in services through lesson examples, curricular resources****, visuals and/or artifacts. Addresses cultural and diversity issues in ways that reduce the negative impact of biased behaviors, should those situations arise. Encourages students to think critically about dissenting and diverse viewpoints, equity and bias in society and/or understand and question historic and prevailing currents of thought. Is a leader in best practices for ensuring culture and diversity are accounted for in interventions and assessments. Cultivates students ability to understand and openly discuss drivers of, and barriers to, opportunity and equity in society. Utilizes visuals and artifacts representing various cultures/world groups other than students own. Staff, Student or Family Students display apathy, isolation, embarrassment or fear, indicating they do not feel comfortable and/or safe. Students do not make positive connections between school and personal experiences. Students raise cultural or diversity issues in a derogatory or dismissive way. The level of students participation and engagement indicates that some students feel comfortable and/or safe. Students make occasional, positive connections between school and personal experiences. Some students recognize, discuss and/or acknowledge cultural perspectives other than their own. Students utilize native languages. High level of students participation and engagement (e.g., body language, attention, interest, etc.) indicates that students feel comfortable and safe. Students are secure being themselves, evidenced in sharing artifacts from home, interests, viewpoints and/or personal experiences. Students recognize, discuss and/or acknowledge cultural perspectives other than their own. Students intentionally utilize native languages to enhance their learning. Students explore, share and apply their cultural perspectives. Students demonstrate critical thinking and appear comfortable questioning prevailing currents of thought and expressing dissenting and diverse viewpoints in respectful ways. *Background is a generic term that can include many dimensions of a student s life, for example: ethnicity, religion, language, sexual orientation, gender identity, disability, citizenship status, family composition, living arrangements, etc. **Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. * **Diversity includes race, ethnicity, gender, sexual orientation, socioeconomic status, language, mental and/or physical abilities (students with disabilities, gifted and talented), religion, age, political beliefs, etc. DPS places particular emphasis on the needs of students of color and students with disabilities in order to close achievement gaps for these groups of students. ** **Resources can be anything that is utilized to assist students in progress toward achievement of individualized student goals and/or mastery of the content-language objective(s), including: academic tools, language supports, media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on student needs. (Continued next page) EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 2.A 8

9 INDICATOR 2.A: (Continued from previous page) Utilization of school wide data to implement intervention [Healthy Kids Colorado Survey (HKCS), Principal Portal, Infinite Campus (IC), etc.] Social/emotional universal screening data Individualized Education Programs (IEPs) multi-disciplinary report and/or PLOP or 504 Plans Data from implementation of Gay Straight Alliance School climate survey Provides Professional Development on diversity Parent or student survey on effectiveness of resources provided Development of parent newsletter/website Participate in parent group Results of group/classroom interventions Development of school resource guide Facilities effective Multi-Tiered System of Supports (MTSS) or Student Intervention Team (SIT) School wide bully prevention effectiveness data FBA/BIP IEP goal data EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 2.A 9

10 EXPECTATION: ESTABLISHES A SAFE, INCLUSIVE AND RESPECTFUL LEARNING ENVIRONMENT INDICATOR 2.B: Implements high, clear expectations for student behavior, including self-advocacy. Does not understand that students need to employ critical thinking selfadvocacy and problem solving skills. Expectations for students behavior are not stated and responses to misbehavior seem random. Focuses only on correcting misbehavior of students. Responses to misbehavior are ineffective or inequitable and do not respect students dignity. Instruction is frequently interrupted to address misbehavior or misbehavior that detracts from students learning goes unaddressed. Rituals and routines do not exist resulting in mishandling of resources* and/or loss of instructional time. Assists in the development of individualized goals for students that promote critical thinking, self-advocacy, leadership and/or problem solving skills. Expectations for students behavior are either inconsistently stated or applied. Focuses on misbehavior of students but occasionally recognizes positive behavior. Some responses to misbehavior are ineffective or inequitable from student to student but effort is made to respect students dignity. Instruction is occasionally interrupted to address misbehavior or some misbehavior that detracts from students learning goes unaddressed. Rituals and routines are somewhat clear to students; teacher needs to remind students of these routines, resulting in occasional mishandling of resources and/or loss of instructional time. Systematically and explicitly teaches self-advocacy, critical thinking and/or problem solving skills. High expectations for students behavior are clearly taught, consistently communicated and equitably applied to all students. Focuses on the positive behavior of students and intentionally recognizes positive behavior to reinforce expectations. Responses to misbehavior are equitable, respect students dignity/cultural differences and are sensitive to students needs (including any disability). Instruction is rarely interrupted to address misbehavior, but misbehavior that detracts from students learning is addressed. Clear rituals and routines make transitions and handling of resources efficient, maximizing instructional time. Provides minimal management or reminders to handle groups, transitions and resources because students have internalized procedures and routines. Self-advocacy instruction is present in all interactions with students. Staff, Student or Family Students misbehavior consistently detracts from others learning. Few students exhibit appropriate behavior and/or do not change their behavior when prompted by the teacher. Students display anger, embarrassment, sadness or fear due to teacher s disrespectful or unfair response to their behavior. Students misbehavior sometimes detracts from others learning. Some students exhibit appropriate behavior while others change their behavior when prompted multiple times by the teacher. Students follow classroom rituals and routines with teacher prompting. Students misbehavior rarely detracts from others learning. Most students exhibit appropriate behavior, while others immediately change their behavior when prompted by the teacher. Students follow rituals and routines with teacher prompting. Students self-manage their behavior and manage others behavior. Students prompt each other to follow rituals and routines. Students demonstrate strong self-advocacy and problemsolving skills in their learning environments as a result of provider support. *Resources can be anything that is utilized to assist students in progress toward achievement of individualized student goals and/or mastery of the content-language objective(s), including: academic tools, language supports, media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on student needs. (Continued next page) EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 2.B 10

11 INDICATOR 2.B: (Continued from previous page) Utilization of school wide data to implement intervention [Healthy Kids Colorado Survey (HKCS), Principal Portal, Infinite Campus (IC), etc.] Individualized Education Programs (IEPs) multi-disciplinary report and/or PLOP or 504 Plans Social-emotional universal screening data School climate survey Parent or student survey on effectiveness of resources provided Development of parent newsletter/website Participate in parent group Results of group/classroom interventions Development of school resource guide EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 2.B 11

12 EXPECTATION: PLANS, DELIVERS AND MONITORS SERVICES THAT FACILITATES LEARNING INDICATOR 3.A: Provides services* and/or specially designed instruction aligned with state and federal laws, DPS regulations and procedures and the individual needs of students. Does not consider or understand legal requirements and district policies in assessment and intervention planning. Rarely demonstrates an understanding of individualized education programs, 504 Plans and other federal/state/local practices. Does not collaborate with school teams and does not meet compliance guidelines. Does not provide services as mandated by students IEPs or provides inappropriate services. Participates in the development of IEPs, 504 Plans and other federal/state/local practices or regulations Provides services and aligns interventions that are individualized and aligned with legal and district requirements. Attends and participates in IEP planning and meetings. Provides appropriate services as mandated by students IEPs. Can provide documentation of services and their effectiveness. Modifies, adapts and provides services related to IEPs, 504 Plans and other federal/state/local practices. Collaborates with stakeholders regarding federal/state/local practices to individualize services for students (i.e., taking into account the individual psycho-educational and academic needs of students). Explains educational rights to students/families. Provides training for students and families to assist them in understanding how interventions are intended to enable to students to meet the Colorado Academic Standards. Staff, Student or Family Students, staff and/or families are unaware of the services which are being provided. Students, staff and/or families rarely communicate regarding available services and progress towards goals. Students, staff and/or families are aware of some services being provided. Student, staff and/or families occasionally communicate regarding available services and progress towards goals. Students, staff and/or families are aware of all services being provided. Students, staff and/or families regularly communicate regarding available services and progress towards goals. Students and/or families demonstrate an understanding of their educational rights required by law. Students may communicate ways to adapt lessons to make them more appropriate for their personal approach to learning. Students and/or families demonstrate an understanding of how interventions are intended to enable students to achieve by meeting the Colorado Academic Standards. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. 504 Plans or Special Education Present Level of Academic Achievement and Functional Performance (PLAAFP) Documentation of attendance in PD on legal, 504 Plans or special education requirements IEP goal data School wide Positive Behavioral Interventions and Supports (PBIS)/Bully prevention/suicide prevention effectiveness data Suicide risk review Signs of Suicide (SOS) effectiveness data EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 3.A 12

13 EXPECTATION: PLANS, DELIVERS AND MONITORS SERVICES THAT FACILITATES LEARNING INDICATOR 3.B: Utilizes multiple sources of data to identify the need for and design of services* that meet the needs of individual students and schools. Rarely considers the reliability and validity of assessment tools used to assess individuals, families and systems/ organizations to inform services. Does not collect data from multiple sources. Does not write appropriate goals for students identified needs and developmental levels. Uses data from multiple sources to inform practice. Follows standardized procedures for administration and scoring of psychoeducational tests. Written report reflects the use of appropriate tools and data for individual students. Plans, selects and administers multiple valid and reliable formal and/or informal assessment tools. Effectively communicates assessment results to colleagues, parents and students as appropriate. Writes reports reflecting that assessment tools inform services and instruction. The reports are easily understood by stakeholders. Uses data to develop individualized instruction or school-wide structures. Provides evidence of collaboration, integrated plan and students participation and concurrence with the plan. Staff, Student or Family Students, staff and/or families are unaware of the services which are being provided. Students, staff and/or families rarely communicate regarding services provided and progress towards goals. Students are not able to state their own educational goals. Students, staff and/or families are aware of some services being provided. Students, staff and/or families occasionally communicate regarding services provided and progress towards goals. Students are mostly able to state their own educational goals. Students, staff and/or families are aware of all services being provided. Students, staff and/or families regularly communicate regarding services provided and progress towards goals. Students and families understand the use of multiple data sources as relevant to students care. Students are able to completely state their own educational goals. Students and family provide data to contribute to the design of services. Students demonstrate an understanding of their strengths and weaknesses. Students and families participate in the design of services. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. 504 Plans or Special Education PLAAFP Students surveys and parent data on effectiveness of communication regarding special education and 504 Plans FBA/BIP data Outcomes from the Data Inquiry Cycle IEP goal data School wide PBIS/Bully prevention/suicide prevention effectiveness data Suicide risk review SOS effectiveness data EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 3.B 13

14 EXPECTATION: PLANS, DELIVERS AND MONITORS SERVICES THAT FACILITATES LEARNING INDICATOR 3.C: Monitors and adjusts services* as needed to ensure continuous progress toward achieving academic standards, social and emotional goals of students, schools, and the district. Is unable to appropriately interpret data on students progress. Rarely modifies activities to appropriately challenge students at their developmental skill levels. Rarely makes the connection between data and services. Uses multiple sources of data to monitor students progress. Modifies activities as needed to appropriately challenge students at their developmental skill levels. Consults with others about students progress. Understands how data can be used to adjust and differentiate services. Integrates data from multiple sources to continually monitor progress and provide recommendations to improve services. Collaborates with other colleagues to monitor progress of students towards achieving individualized goals. Plans for and/or provides mental health and behavioral interventions for students. Uses more than two sources of data. Collaborates with team members and students about data regarding effectiveness of interventions and teaches students to monitor individual progress. Staff, Student or Family Staff is not provided with any information regarding students growth. Students are Not Meeting (1 2) goals and objectives or making any measureable growth. Students and/or families rarely participate in discussions about progress. Staff and families are provided with progress reports one or two times per year. Students are making moderate progress towards meeting their goals and objectives. Students and/or families occasionally participate in discussions about progress. Staff and families usually monitor progress independently with some assistance provided. Students are making substantial progress towards meeting their goals and objectives. Students and/or families regularly participate in discussions about progress. Staff and families can independently utilize progress monitoring forms and are consistently documenting progress. Students are making consistent growth and are successfully meeting their goals and objectives. Students monitor their own progress. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. 504 Plans or Special Education PLAAFP Students surveys and parent data on effectiveness of communication regarding special education and 504 Plans FBA/PIB data IEP Progress Reports School wide PBIS/Bully prevention/suicide prevention effectiveness data Suicide risk review Signs of Suicide (SOS) effectiveness data EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 3.C 14

15 EXPECTATION: REFLECTS ON PRACTICE INDICATOR 4.A: Demonstrates self-awareness, reflects on practice with self and others and acts on feedback. Rarely reflects on the effectiveness of services*. Unreceptive to feedback. Demonstrates minimal improvement despite valuable feedback/coaching. Rarely acknowledges, in a safe environment, own biases/limitations. Reflects on the effectiveness of services, but insights and/or changes in practice are limited. Open to receiving valuable feedback from others. Inconsistently shifts practice in response to valuable feedback. Examines own biases/perceptions/ pedagogical practices to understand their impact upon teaching and learning. Consistently reflects on the effectiveness of services (e.g., methodology, pacing, differentiation, etc.) to guide future service planning/delivery. Asks for and is consistently open to feedback. Consistently shifts services after receiving valuable feedback from others (e.g., principal/assistant Principal (AP), peer observers, coaches, colleagues, students, etc.) to increase his/her effectiveness. Consistently reflects on own biases/perceptions/ pedagogical practices and mitigates the negative impact on students through culturally responsive practices. Models self-reflection for others, encouraging a culture of improvement. Actively solicits and acts on feedback from multiple sources. Helps to lead or develop cultural competence practices. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. Student/family survey data on culturally responsiveness of interventions Individual/group/classroom/school wide data on effectiveness of interventions MTSS or PBIS/Bully prevention plans Special education center classroom data on effectiveness of services Coaching sessions or other informal requests/receipts of feedback e.g., EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 4.A 15

16 EXPECTATION: REFLECTS ON PRACTICE INDICATOR 4.B: Pursues opportunities for professional growth which contributes to students and schools growth and a culture of inquiry. Rarely reflects on personal Performance Data. Attends required professional development activities, but is disinterested and/or rarely participates. Reflects on personal performance data when requested, but inconsistently prioritizes personal learning. May participate in professional learning within the school, but inconsistently applies beneficial strategies. Is able to accept areas of professional growth. Reflects on personal performance data and takes ownership of professional learning needs by self-identifying learning opportunities that support personal growth. Actively participates in professional learning activities within the school, district and/or other organizations and implements the learning from these opportunities. Writes Professional Development goals based on current research and the likelihood of having a positive impact on students, schools and district s outcomes. Contributes to a culture of inquiry by sharing effective, evidence-based teaching strategies or professional literature, conducting action research and engaging in collaborative inquiry around problems of practice. Has a long-term Professional Development Plan designed to meet professional goals. Certificate of attendance for Professional Development Documentation of involvement with outside agencies Student/family survey data on culturally responsiveness of interventions Individual/group/classroom/school wide data on effectiveness of interventions MTSS or PBIS/Bully prevention plans Special education center classroom data on effectiveness of services* *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 4.B 16

17 EXPECTATION: REFLECTS ON PRACTICE INDICATOR 5.A: Advocates for and engages students, families and the community in support of improved students achievement. Inconsistently communicates* with families and/or communicates about students in formats that may be inaccessible to families. Contact with families limited to conveying concerns. Rarely displays understanding or empathy toward families that are not from the same background**. Communicates with families about basic services***. Presents school-related celebrations and/ or concerns to families. Invites families and community members, but inconsistently fosters a sense of belonging. Listens to students concerns, but is inconsistently solution-oriented. Communicates in a timely, user-friendly manner (including digitally and in a variety of languages if feasible) to students and families about instructional programs, assessments and students progress/ achievement. Engages in meaningful, two-way dialogue with families where information is respectfully shared for the purpose of improving students growth. Makes families and community members feel welcomed and valued. Advocates for individualized students needs within the school community. Facilitates meaningful stakeholder participation by engaging in multiple, diverse, collaborative opportunities to improve schools climate, cultures and academic learning. Puts additional structures in place to regularly involve families in students learning and achievement. Advocates for school-wide structural and/ or process changes to meet the needs of a diverse student population and achieve equity. *Communication is the exchange of thoughts, messages or information through reading, writing, speaking, listening and/or actions. **Background is a generic term that can include many dimensions of a student s life, for example: ethnicity, religion, language, sexual orientation, gender identity, disability, citizenship status, family composition, living arrangements, etc. ***Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. Teacher/team created parent and/or school culture surveys. Meeting minutes, notes, schedules from various after school activities, parent or community groups [e.g., family night, Parent Teacher Organization (PTO)/Parent Teacher Association (PTA), Collaborative School Committee (CSC), etc.]. Online communication about homework, upcoming assessments/class projects, students progress, etc. (e.g., texting, voic , social networks, online collaborations, open educational resources, etc.). Home visits. Classroom bulletin with calendar, upcoming events, information, etc. via class website, blog, Twitter feed, handout, etc. Provides opportunities to meet with families at times convenient for parents. Home phone call/conference log and/or communication of how parents can support in and out of the classroom. Documented individual meetings with students and/or parents. Parent conference participation numbers. Is skillful and respectful when discussing sensitive topics with students/families. Special event creation and/or participation (e.g., Math Night). Assignments that respect and engage the greater community. Bringing in community resources and real-world connections to advance students career and college readiness (e.g., Career Fairs, promoting internship programs, organizing tutoring, college visits, etc.). EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 5.A 17

18 EXPECTATION: REFLECTS ON PRACTICE INDICATOR 5.B: Collaborates with school teams to positively impact students outcomes. May attend meetings, but is indifferent/ inattentive to information shared. Works in isolation and/or rarely shares information about students. Infrequently collaborates with others when school time is provided. Rarely engages when provided opportunities to contribute to schools climate and cultures. Regularly disregards school and/or district policies/procedures. Often demonstrates inflexibility in dealing with issues and people. Attends team meetings; is attentive, conveys interest and sometimes contributes to team efforts. Actively listens and receives information, but may not make instructional changes. May collaborate when appropriate with others to meet the needs of some students by participating in scheduled meetings and providing requested students data. Sometimes contributes to building trust among peers and to an environment that is reflective of the DPS Shared Core Values. Generally adheres to school and district policies/procedures. Typically acts professionally but occasionally expresses disagreement tactlessly. Consistently contributes to a team by setting shared goals, analyzing/comparing data, collectively solving problems, sharing successful strategies and implementing possible solutions. Shares information about students with colleagues in formal collaborative meetings and informally as teachers discuss their work and leverages what is learned to make instructional changes. He/she and other educators (e.g., classroom teacher, other special educators, Gifted and Talented (GT) teacher, English Language Acquisition (ELA) teacher,etc.) collaborate, making adjustments to services* where applicable. Builds trust among peers and contributes to an environment that is reflective of the DPS Shared Core Values. Collaboratively examines and thoughtfully implements school and district policies/procedures. Offers constructive solutions when challenging practices and ideas that are not in support of the DPS Shared Core Values. Builds team capacity and drives team effectiveness. Clear leader among peers and stakeholders. Creates and actively seeks opportunities that contribute to a positive schools climate and cultures. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. Co-planning documents (e.g., s, Google docs with comments, co-written lesson plans, etc.) Cross-curricular/grade project plans (shown via Google sites, Wikis, bulletin board display, etc.) Vertical alignment documents for each grade by subject/skill Meeting minutes, notes, s, lesson plans, etc. showing collaboration among special and general educators Meeting minutes, notes, schedules, online communities of practice, etc. from various school or community teams Learning Labs documents Participation in leadership development opportunities EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 5.B 18

19 EXPECTATION: REFLECTS ON PRACTICE INDICATOR 5.C: Builds capacity among colleagues and demonstrates service* to students, school, district and the profession. Rarely takes an active part of defining his/ her role and/or it is not implemented. Rarely supports peers in reaching their goals. Rarely engages teachers in learning opportunities. Backs away from taking ownership on difficult issues. Role is clearly defined but impact is below that expected for it. Supports some peers in reaching their goals, school goals, etc. Provides disjointed learning opportunities that may not lead to teachers growth. Works sporadically with the school leadership team on systems with limited outcomes. Clearly defines his/her role for leadership in collaboration with school leadership to support relevant goals laid out in the school s Unified Improvement Plan (UIP). Can point to evidence of impact with colleagues. Supports peers in attaining goals set forth in their PGPs and in the school s UIP. Builds capacity by engaging new and veteran teachers in communities of practice that utilize the data inquiry cycle. Works in collaboration with the school leadership team to design, implement and/ or improve upon systems to affect school change. Support for colleagues has farreaching impact on other staff members throughout the school. Models effective roll-out of school/ district initiatives and actively encourages other teachers shared ownership. Builds capacity among colleagues to deconstruct and reconstruct social and cultural frameworks in order to promote greater equity. Seeks opportunities to build schools cultures reflective of the DPS Shared Core Values. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. Mentoring/support records. Meeting minutes, notes, schedules from after school activities. Participation in school leadership committees Implementation of a Methodology Learned in a Class or Professional Development Blog, article, PD plans, presentations, professional organization membership, etc. Leading courageous conversations about difficult questions regarding inequity and change (e.g., deficit thinking, color-blind racism, marginalized groups, etc.) with staff, families and students. Leads inquiry data cycle meetings to build peer capacity for inquiry cycle facilitation. EVIDENCE GUIDE DPS Framework for Effective School Psychologists (SP) and Social Workers (SW) 5.C 19