DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

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1 DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION 1a: Demonstrating knowledge of and skill in using psychological instruments to evaluate students demonstrates little or no knowledge and skill in using psychological instruments to evaluate students. School psychologist uses a limited number of psychological instruments to evaluate students. School psychologist uses appropriate instruments for the age, developmental level, and reason for referral to evaluate students and determine appropriate educational needs. includes appropriate data from multiple sources to evaluate students and determine appropriate educational needs Possible Evidence: Evaluation Reports, Data Review Meeting Notes, Documentation of Evaluation Results (IEP), Data Tools 1b: Demonstrating knowledge of child and adolescent development and psychopathology demonstrates little or no knowledge of child and adolescent development and psychopathology. demonstrates basic knowledge of child and adolescent development and psychopathology. demonstrates thorough knowledge of child and adolescent development and psychopathology. demonstrates extensive knowledge of child and adolescent development and psychopathology and knows variations of the typical patterns. Possible Evidence: Lesson Plans for Groups, Response to Crisis, Behavior Intervention Plans, Evaluation Reports, Risk of Harm Assessments 1c: Establishing goals for the psychology program appropriate to the setting and the students served has no clear goals for the psychoeducational services,, or they are inappropriate to either the situation or the age of the students. s goals for the psycho-educational services are rudimentary and are partially suitable to the situation and the age of the students. s goals for the psycho-educational services are clear and appropriate to the situation in the school and to the age of the students. s goals for the psycho-educational services are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents, and colleagues Possible Evidence: Report Recommendations, School-wide plan, IEP Goals, Presentation of Evaluation Results, Participation in MTSS/ Problem- Solving Meetings 1d: Demonstrating knowledge and following of state and federal regulations demonstrates little or no knowledge of governmental regulations. Special Education Paperwork contains gross errors or oversights, or is not completed on-time displays awareness of governmental regulations. Special Education paperwork is completed on-time. displays knowledge of governmental regulations. Special Education Paperwork is completed thoroughly, accurately, and on-time. s knowledge of governmental regulations is extensive. School Psychologist provides this knowledge to team members, parents, and students as appropriate. Special Education Paperwork is completed thoroughly, accurately, and on-time. Possible Evidence: IEP Paperwork 1e: Providing and/or recommending services to meet the needs of individual students and to support them within the broader educational program s recommendations consist of a collection of activities not related to student need, lacking coherence or an overall structure, or inappropriate for the age/developmental level. s recommendations are related to student need, but some of them do not fit with the broader identified needs. has developed recommendations that specifically address students needs. s recommendations are easily understood by parents and team and serve to support students needs individually. Possible Evidence: Intervention Plans, Report Recommendations, Behavior Intervention Plans, IEP Goals, IEP Meetings, Problem-Solving Meetings, Referrals to Outside Agencies and Resources

2 1f: Developing a plan to evaluate the psychoeducational services s does not evaluate and document the effectiveness of their own services or the effectiveness and/or need for modification of schoolbased interventions and programs. s uses data collection procedures inconsistently or nonsystematically to evaluate and document the effectiveness of their own services, or the effectiveness and/or need for modification of schoolbased interventions and programs s uses systematic and valid data collection procedures to evaluate and document the effectiveness of their own services, and the effectiveness and/or need for modification of schoolbased interventions and programs s uses systematic and valid data collection procedures to evaluate and document the effectiveness of their own services, and the effectiveness and/or need for modification of school-based interventions and programs. School Psychologists consults with building teams on the development of plans to address identified needs. Possible Evidence: DOMAIN 2 FOR SCHOOL PSYCHOLOGISTS: THE ENVIRONMENT 2a: Establishing rapport with students s interactions with students are negative or inappropriate; students appear uncomfortable with the school psychologist. s interactions are a mix of positive and negative; the psychologist s efforts at developing rapport are partially successful. s interactions with students are positive and respectful; students appear comfortable with the school psychologist. School psychologist s interactions with students are positive and respectful across all settings. Students seek out school psychologist for support. Possible Evidence: Observed Interactions, Communication Notes 2b: Contributing to a culture for positive mental health throughout the school makes no attempt to establish a culture for positive mental health in the school as a whole, either among students or teachers, or between students and teachers. attempts to promote a culture throughout the school for positive mental health in the school among students and teachers are partially successful. promotes a culture throughout the school for positive mental health in the school among students and teachers. guides positive mental health culture for the school. It is maintained by both teachers and students. Possible Evidence: School-wide Initiatives, Establishing Norms, Solution oriented meetings 2c: Establishing and maintaining clear procedures for problem-solving and special education referrals School psychologist does not follow the established procedures for special education referrals, problem-solving referrals or meetings. attempts to follow the established procedures for special education referrals and problem-solving meetings. follows procedures for special education referrals and problem-solving with parents and staff. follows and contributes to the development of all aspects of special education referrals and problem-solving with parents and staff. Possible Evidence: Observation, RTI tracking tools, Building Plans, Individual Problem-Solving Plans 2d: Establishing standards of conduct in the testing environment or intervention environment No standards of conduct have been established, and disregards or fails to address negative student behavior. Standards of conduct appear to have been established. School Psychologist s attempts to monitor and correct negative student behavior are partially successful. Standards of conduct have been established. School Psychologist monitors student behavior against those standards; response to students is appropriate and respectful. Standards of conduct have been established. School Psychologist s monitoring of students is subtle and preventive, and students engage in self-monitoring of behavior. Possible Evidence: Notes in Evaluation, Posted/Discussed Behavior Expectations, Observation

3 2e: Organizing testing and intervention space/materials within the school psychologist s office space/materials are disorganized and poorly suited to student need. space within the School Psychologist s office is not well-organized and materials are difficult to find when needed. space within the School Psychologist s office is wellorganized and materials are easily found when needed. space within the School Psychologist s office is highly organized and materials are conveniently stored for when they are needed. Possible Evidence: Observation

4 DOMAIN 3 FOR SCHOOL PSYCHOLOGISTS: DELIVERY OF SERVICE 3a: Responding to referrals; consulting with teachers and administrators fails to consult with colleagues or to tailor evaluations to the questions raised in the referral. infrequently consults with colleagues, making partially successful attempts to tailor evaluations to the questions raised in the referral. consults frequently with colleagues, tailoring evaluations to the questions raised in the referral. consults frequently with colleagues, contributing own insights and tailoring evaluations to the questions raised in the referral. Possible Evidence: Records of Collaboration, Teacher Input Forms, Referral Forms 3b: Evaluating student needs in compliance with National Association of School Psychologists (NASP) guidelines resists administering evaluations when needed, selects instruments inappropriate to the situation, developmental level, or does not follow established procedures and guidelines. attempts to administer appropriate evaluation instruments, matched to student referral needs and developmental level to students, but does not always follow established time lines and safeguards administers appropriate evaluation instruments, matched to student referral needs and developmental level, to students and ensures that all procedures and safeguards are faithfully adhered to. selects, from a broad repertoire, those assessments that are most appropriate to the referral questions and conducts information sessions with colleagues to ensure that they fully understand and comply with procedural time lines and safeguards, and results/recommendations. Possible Evidence: Evaluation Reports, Supervisor Feedback, Documentation of Evaluation Results (IEP) 3c: Psychoeducationa l case management declines to assume leadership of the evaluation team. assumes leadership of the evaluation team when directed to do so, preparing adequate eligibility paperwork and/or IEPs. assumes leadership of the evaluation team as a standard expectation; collaborates with other evaluators;prepares detailed and timely eligibility paperwork and/or IEPs. assumes leadership of the evaluation team, collaborates with other evaluators, and takes initiative in assembling eligibility paperwork for meetings. Eligibility paperwork is prepared in an exemplary manner. Possible Evidence: IEP Paperwork 3d: Planning interventions to maximize students likelihood of success fails to plan interventions suitable to students, or interventions are mismatched with the findings of the assessments. s plans for students are partially suitable for them or are sporadically aligned with identified needs or planned without consultation of team members. s plans for students, developed in conjunction with other team members, are suitable for them and are aligned with identified needs. develops comprehensive plans for students with team members, finding ways to creatively meet student needs and incorporate many related elements. Possible Evidence: Intervention Plans, BIPs, Correspondence, Records of Collaboration 3e: Maintaining contact with parents, physicians, community mental health service providers and community declines to maintain contact with parents, physician, and community mental health service providers/resources maintains occasional contact with parents, physicians and community mental health service providers/resources. maintains ongoing contact with parents, physicians, and community mental health service providers/resources when appropriate. maintains ongoing contact with physicians and community mental health service providers and initiates contacts when needed

5 resources Possible Evidence: HIPAAs, Discharge Paperwork, Transition Documentation, BIPs 3f: Communicating results during eligibility meetings and in written reports presents results that are difficult to understand by parents/students and staff presents results that are sometimes understandable by parents/students and staff. presents results that are understandable by parents/students and staff. always presents evaluation results in a clear and concise manner. They are understandable by parents/students and staff. Possible Evidence: IEP Meetings, Evaluation Reports DOMAIN 4 FOR SCHOOL PSYCHOLOGISTS: PROFESSIONAL RESPONSIBILITIES 4a: Reflecting on practice does not reflect on his/her practice, or the reflections are inaccurate or selfserving. s reflection on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved. s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. makes some specific suggestions as to improving their practice. s reflection is highly accurate and perceptive, citing specific examples that were and were not fully successful for at least some students. School Psychologist develops and implements plan for improving his/her practice. Possible Evidence: Self-Evaluations, Goals, Self-Reflections, Feedback 4b: Communicating with families fails to communicate with families or communicates in an insensitive manner. s communication with families is partially successful, but there are occasional insensitivities to cultural and linguistic traditions. communicates with families and does so in a manner sensitive to cultural and linguistic traditions. communicates with families in a manner highly sensitive to cultural and linguistic traditions. Psychologist reaches out to families of students to enhance trust. Possible Evidence: Observation in Meetings, Records of Parent Contact, Providing Home Communication in Native Language, Resources 4c: Maintaining accurate records s records are in disarray; they may be missing, illegible, or not kept in a confidential area. s records are accurate and legible, but contain minimal information. Attempts are made to keep them confidential. s records are accurate, legible, and thorough. They are kept in a confidential area. s records are accurate, legible, and thorough. They are written to be understandable to another qualified professional and are kept in a confidential area. Possible Evidence: Organization System

6 4d: Participating in a professional community s relationships with colleagues are negative or self-serving, and psychologist avoids being involved in school, district and/or professional events and projects. s relationships with colleagues are cordial, and school psychologist participates in school, district, and/or professional events and projects when specifically requested. participates actively in school, district, and professional organization events and projects and maintains positive and productive relationships with makes a substantial contribution to school, district, and/or professional organizations and assumes leadership with Possible Evidence: Professional Organizations, attending meetings, events, committees 4e: Engaging in professional development does not participate in professional development activities, even when such activities are clearly needed for the ongoing development of skills. s participation in professional development activities is limited to those that are convenient or are required. seeks out opportunities for professional development based on an individual assessment of need as well as school need. actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to Possible Evidence: CPDUs, Professional Development Requests, Graduate Courses, Self-Reflections, Video Modules 4f: Showing professionalism displays dishonesty in interactions with colleagues, students, and the public and violates principles of confidentiality. is honest in interactions with colleagues, students, and the public, plays a moderate advocacy role for students, and does not violate confidentiality. displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public, and advocates for students when needed. can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with Possible Evidence: Observation, Confidential Record Keeping

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