VOLUSIA FRAMEWORK FOR TEACHING School Psychologist 2 BASIC/DEVELOPING/ NEEDS IMPROVEMENT

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1 1 UNSATISFACTORY Domain 1 : Planning and Preparation 1a: Demonstrating Knowledge of Content The school psychologist rarely practices in ways that demonstrate knowledge of ethical, professional, and legal standards and 1b: Demonstrating Knowledge of Students The school psychologist rarely practices cultural competence in the delivery of school psychological services. 1c: Setting Service Delivery Outcomes The school psychologist uses valid and reliable assessment instruments that are not linked to the area of concern. 2 BASIC/DEVELOPING/ NEEDS IMPROVEMENT The school psychologist regularly practices in ways that demonstrate knowledge of ethical, professional, and legal standards and The school psychologist regularly practices cultural competence in the delivery of school psychological services. The school psychologist regularly uses valid and reliable assessment instruments that are linked to the area of concern. 3 PROFICIENT/EFFECTIVE practices in ways that demonstrate knowledge of ethical, professional, and legal standards and regulations that guide education and school applies his/her knowledge of cultural factors that impact assessment and educational decision making. uses valid and reliable assessment instruments that are linked to the area of concern with the purpose of informing instruction and impacting outcomes. 4 DISTINGUISHED/HIGHLY EFFECTIVE takes a leadership role in informing others of ethical, professional, and legal standards and is a resource for the department and district regarding the cultural factors that impact assessment and educational decision - making. evaluates all relevant data sources to assist multi-disciplinary teams in determining the level of supports necessary for appropriate educational planning. 1d: Demonstrating Knowledge of Resources The school psychologist rarely collaborates with other school personnel to create and maintain a multi tiered continuum of services to support all students attainment of academic, social, emotional, and behavioral goals. 1e: Designing Coherent Service Delivery The school psychologist demonstrates little or no skill in using a problem- solving framework as the basis for all professional activities. The school psychologist regularly collaborates with other school personnel to create and maintain a multi tiered continuum of services to support all students attainment of academic, social, emotional, and behavioral goals. The school psychologist utilizes the four step problem-solving framework as the basis for Problem Solving Team meetings and psychological reports. collaborates with other school personnel to create and maintain a multi tiered continuum of services to support all students attainment of academic, social, emotional, and behavioral goals. utilizes the four step problem-solving framework as the basis for all professional activities, including ESE re-evaluations and school level problem solving. provides leadership in the understanding and implementation of a multi-tiered system of support. utilizes the four step problem- solving framework and assumes a leadership role in training and supporting the consistent use of problem -solving as the basis for all professional activities.

2 1f: Assessing Goal Achievement The school psychologist rarely promotes the use of evidence-based instructional, behavioral and mental health interventions targeted to the area(s) of concern based on multiple sources of assessment data. Domain 2: The Environment The school psychologist regularly promotes the use of evidence-based instructional, behavioral and mental health interventions targeted to the area(s) of concern based on multiple sources of assessment data. 2a: Creating an Environment of Respect and Rapport The school psychologist rarely engages in The school psychologist regularly engages in effective, collaborative, and ethical effective, collaborative, and ethical professional relationships. professional relationships. promotes the use of evidence-based instructional, behavioral and mental health interventions targeted to the area(s) of concern and analyzes the effectiveness of the interventions. engages in effective, collaborative, and ethical professional relationships. provides continuous feedback regarding the effectiveness of the intervention(s) and supports the intervention provider accordingly. The school psychologist engages in and promotes effective, collaborative, and ethical professional relationships. 2b: Establishing a Culture for Goal Achievement The school psychologist rarely promotes the development and maintenance of learning environments that support resilience and academic growth, promote high rates of academic engaged time, and reduce negative influences on learning and behavior. 2c: Managing Procedures The school psychologist rarely uses information and technology resource to enhance data collection and decision-making. 2d: Managing Compliance/Client Behavior The school psychologist rarely considers the antecedents, consequences, functions, and potential causes of behavioral difficulties that may impede learning or socialization within the four step problem-solving framework. The school psychologist regularly promotes the development and maintenance of learning environments that support resilience and academic growth, promote high rates of academic engaged time, and reduce negative influences on learning and behavior. The school psychologist regularly uses information and technology resources to enhance data collection. The school psychologist regularly considers the antecedents, consequences, functions, and potential causes of behavioral difficulties that may impede learning or socialization within the four step problemsolving framework. Through data analysis and systematic observations of classroom and school settings, the school psychologist consistently provides educators with research based interventions and strategies to promote academic engaged time and reduce negative influences on learning and behavior. The school psychologist integrates information and technology resources into daily practice for the purpose of data collection and to drive educational decisionmaking. considers the antecedents, consequences, functions, and potential causes of behavioral difficulties that may impede learning or socialization within the four step problemsolving framework and assists in the development of the behavioral intervention plan. evaluates the outcomes of the research based interventions and strategies on academic engaged time and behavior and modifies the interventions accordingly through the continuous use of the problem- solving framework. The school psychologist is recognized as a resource to schools for his/her expertise in the use of technology to enhance data collection and decision-making and for his/her ability to train others in this area. component, the school psychologist assists in the development and monitoring of the behavioral intervention plan linked to the functional behavioral assessment.

3 2e: Organizing Physical Space The school psychologist rarely evaluates services at the individual group and/or systems level. Domain 3: Service Delivery 3a: Communicating Clearly and Accurately The school psychologist does not communicate with students, parents, and school personnel with clarity and/or sensitivity to cultural and linguistic issues. The school psychologist regularly incorporates data in evaluation of services at the individual group and/or systems level. The school psychologist makes an effort to communicate with students, parents, and to cultural and linguistic issues. incorporates various techniques for data collection, measurement, analysis, accountability, and use of technology resources in evaluation of services at the individual, group, and/or systems levels. communicates with students, parents and to cultural and linguistic issues. impacts systems change as a result of the evaluation of services at the individual, group, and/or systems level. communicates with students, parents and to cultural and linguistic issues and actively pursues opportunities to share knowledge regarding student needs. 3b: Information Gathering The school psychologist rarely collects data from multiple sources as a foundation for decision-making. 3c: Engaging Students in Goal Achievement The school psychologist rarely provides direct counseling, behavioral coaching, and indirect interventions through consultation for students who experience mental health and behavioral problems that impair learning and/or socialization. 3d: Using Assessment in Service Delivery The school psychologist rarely provides support for classroom teachers in collecting and analyzing progress monitoring data. The school psychologist regularly collects data from multiple sources as a foundation for decision-making. The school psychologist regularly provides direct counseling, behavioral coaching, and indirect interventions through consultation for students who experience mental health and behavioral problems that impair learning and/or socialization. The school psychologist regularly provides support for classroom teachers in collecting and analyzing progress monitoring data. collects data from multiple sources and uses ongoing progress monitoring data to determine the effectiveness of the interventions in general and special education settings. provides direct counseling, behavioral coaching, and indirect interventions through consultation for students who experience mental health problems and behavioral problems that impair learning and/or socialization. provides support for classroom teachers in collecting and analyzing progress monitoring data. assumes a leadership position in data analysis and technology resources in order to improve educational outcomes in general education and special education settings. The school psychologist proactively engages in mental health and behavioral services that are designed to address learning and/or socialization and uses data from these direct services to monitor effectiveness of services and incorporates strategies for skill generalization. The school psychologist provides training and follow up coaching to educators on data collection and progress monitoring techniques. 3e: Demonstrating Flexibility and Responsiveness The school psychologist rarely consults and The school psychologist regularly consults collaborates at the individual, family, group, and collaborates at the individual, family, and systems levels. group, and systems levels. consults and collaborates at the individual, family, group, and systems levels. The school psychologist is regularly recognized as a resource in specific areas of expertise at the school, department and/or district level.

4 Domain 4: Professional Responsibilities 4a: Reflecting on Practice/Service Delivery The school psychologist rarely integrates behavioral supports and mental health services with academic and learning goals for children. 4b: Maintaining Accurate Records The school psychologist fails to maintain accurate records and to utilize information sources and technology in ways that enhance the quality of services and responsible record keeping. 4c: Communicating with Stakeholders The school psychologist does not promote recognition of risk and protective factors that are vital to understanding and addressing systemic problems such as school failure, truancy, dropout, bullying, youth suicide, or school violence and does not participates in school crisis teams and threat response assessments as needed. 4d: Participating in a Professional Community The school psychologist is not involved in professional communities (e.g., PST, PLCs, etc.) that impact support for students and families. The school psychologist regularly integrates behavioral supports and mental health services with academic and learning goals for children. The school psychologist regularly maintains accurate records but does not consistently use technology to enhance quality of services and responsible record keeping. The school psychologist minimally promotes recognition of risk and protective factors that are vital to understanding and addressing systemic problems such as school failure, truancy, dropout, bullying, youth suicide, or school violence and participates in school crisis teams and threat response assessments as needed. The school psychologist is minimally involved with professional communities (e.g., PST, PLCs, etc.) that impact support for students and families. synthesizes school wide behavioral data in order to promote positive academic and learning outcomes for children. accesses and utilizes information sources and technology in ways that safeguard and enhance the quality of services and responsible record keeping. promotes recognition of risk and protective factors to faculty and staff that are vital to understanding and addressing systemic problems such as school failure, truancy, dropout, bullying, youth suicide, or school violence and participates in school crisis teams and threat response assessments as needed. The school psychologist is actively involved with professional communities (e.g., PST, PLCs, etc.) that impact support for students and families. applies his/her expertise of behavior and mental health to positively impact school-wide academic and behavioral trends. maintains exemplary records and consistently uses information and technology sources to enhance the quality of services and develops strategies beyond department expectations for more efficient record keeping. provides information or training to parents, community groups and/or students on the negative impact of school failure, bullying, youth suicide and other risk factors. The school psychologist has evidence of improving outcomes and positively impacting the ability of professional communities to appropriately support students and families by virtue of his/her active involvement, leadership, and content knowledge. 4e: Growing and Developing Professionally The school psychologist rarely engages in professional development activities and does not stay abreast of developments in the field. The school psychologist regularly engages in professional development activities and stays abreast of developments in the field. The school psychologist actively engages in lifelong learning and strategically aligns his/her professional development activities to enhance his/her ongoing professional growth. applies the knowledge learned from the professional development activities to trainings and workshops for school staff, students, parents, and/or other professional groups.

5 4f: Demonstrating Professionalism The school psychologist rarely adheres to district and department policies and procedures and/or does not exercises good judgment in professional dealings. The school psychologist regularly adheres to district and department policies and procedures and exercises good judgment in all professional dealings. adheres to district and department policies and procedures and exercises good judgment in all professional dealings. The school psychologist serves as a model of exemplary practices for adhering to district and department policies and procedures and exercises good judgment in all professional dealings.

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