Domain 1 for School Psychologists: Planning and Preparation UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

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1 District-Created Lake Shore Central Schools School Psychologist Observation Rubric COMPONENT 1a: Demonstrating knowledge and skill in using psychological instruments Domain 1 for School Psychologists: Planning and Preparation Psychologist demonstrates little or no knowledge and skill in using psychological instruments. Critical Attributes -Psychologist gives inaccurate descriptions and interpretations of assessment data -Psychologist makes and reports scoring errors - Psychologist is unable to explain the test results in a way for parents, students and teachers to understand Possible Examples -Psychologist states the grade equivalent of 4.0 means Joe can read all fourth grade material. -Psychologist states 'the standard score of 65 on the WISC-IV is in the average range' -Parents express confusion about a test result and the psychologist reassures them that 'it's too complicated, don't worry about it'. Psychologist uses a limited number of psychological instruments to evaluate students -Evaluations for new referrals include assessment data for all areas of suspected disability and include a classroom observation -Evaluations identify and provide basic instructionally relevant information as to the unique needs of the student, current functioning, cognitive, physical, developmental and behavioral factors that affect learning and how the disability affects the student s participation and progress in the general education curriculum and in general education classes -The psychologist provides evaluation data, or refers to other specialists' evaluation information when stating student's eligibility or ineligibility for special education services. -Basic information from the assessment is included in appropriate sections of the IEP if developed. -Psychologist states the student's reading disability impacts his ability to demonstrate knowledge on assessments. Psychologist uses sufficient psychological instruments to evaluate students and determine accurate diagnosis. -Evaluations for new referrals include assessment data for all areas of suspected disability and include a classroom observation as well as an assessment of processing skills and learning strengths. -Evaluations identify and provide detailed instructionally relevant information as to the unique needs of the student, current functioning, cognitive, physical, developmental and behavioral factors that affect learning and how the disability affects the student s participation and progress in the general education curriculum and in general education classes. -The psychologist provides evaluation data, refers to other specialists' evaluation information and reviews processing deficits when stating student's eligibility or ineligibility for special education services. -Detailed information from the assessment is included in appropriate sections of the IEP if developed. -Psychologist states The student's processing deficits in auditory discrimination impact his progress in reading which also leads to difficulty demonstrating knowledge on assessments. Psychologist uses a wide range of psychological instruments to evaluate students and knows the proper situation in which each should be used. -Evaluations for new referrals include assessment data for all areas of suspected disability and include a classroom observation as well as multiple assessments of processing skills, and learning strengths. -Evaluations identify and provide extensive instructionally relevant information as to the unique needs of the student, current functioning, cognitive, physical, developmental and behavioral factors that affect learning and how the disability affects the student s participation and progress in the general education curriculum and in general education classes -The psychologist provides evaluation data, refers to other specialists' evaluation information and reviews processing deficits when stating student's eligibility or ineligibility for special education services. - Extensive information from the assessment is included in appropriate sections of the IEP if developed. - Psychologist states The student's processing deficits in auditory discrimination, short term auditory memory and visual closure impact his progress in reading. Although he has learned to decode at a basic level, his fluency is very slow, impacting comprehension of what he has read. This leads to difficulty demonstrating knowledge on assessments.

2 1b: Demonstrating knowledge of child and adolescent development and psychopathology Domain 1 for School Psychologists: Planning and Preparation Psychologist demonstrates little or no knowledge of child and adolescent development and psychopathology Critical Attributes -Psychologist is unable to differentiate typical development from atypical development -Psychologist does not recognize atypical development and its impact on the current concern. Possible Examples -Psychologist states 'the five year old boy's difficulty standing in line for five minutes indicates a hyperactivity disorder' -Psychologist states 'the fact that this first grader did not begin speaking till age three is not relevant to his reading difficulties' Psychologist demonstrates basic knowledge of child and adolescent development and psychopathology -Psychologist is able to recognize typical developmental issues. -Psychologist is able to draw connections between developmental issues and current concerns. -Psychologist states it is not unusual for a 5 year old boy to have difficulty standing in line. -Psychologist states Joe's early hearing loss could be related to his current speech difficulties Psychologist demonstrates thorough knowledge of child and adolescent development and psychopathology. -Psychologist recognizes developmental trends, forms hypotheses about the relationship to current concerns and discusses these hypotheses with the evaluation team. -Psychologist states this oppositional student has a history of difficulties with focusing and following directions in the classroom. Perhaps his oppositional behavior is a reflection of underlying academic or medical issues Psychologist demonstrates extensive knowledge of child and adolescent development and psychopathology and knows variation of the typical pattern. -Psychologist recognizes developmental trends, forms hypothesis about the relationship to current concerns and then tests the hypothesis through further evaluation and monitoring of progress. -Psychologist states We will track instances of oppositional behavior before and after the planned intervention and determine if adding academic support alleviates some of the acting out behavior.

3 1c: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school district Critical Attributes Domain 1 for School Psychologists: Planning and Preparation Psychologist demonstrates little or no knowledge of state and federal regulations or of resources both within and beyond the school district. -Psychologist is unable to answer regulatory questions accurately. -Psychologist gives inaccurate information about CSE procedures. -Psychologist is unaware of resources to provide additional support Psychologist demonstrates basic knowledge of state and federal regulations or of resources both within and beyond the school district. -Psychologist is able to give information about basic regulations. -Psychologist describes CSE procedures to parents. -Psychologist is able to direct the family to the Family Support Center (FSC). Psychologist demonstrates thorough knowledge of state and federal regulations or of resources both within and beyond the school district. -Psychologist is able to thoroughly, and in layman's terms, explain regulations and CSE procedures. - Psychologist is able to give information about resources and how to access them Psychologist demonstrates extensive knowledge of state and federal regulations or of resources both within and beyond the school district. -Psychologist is able to thoroughly, and in layman's terms explain regulations and CSE procedures and provides information on where to find the source of the regulation in question. -Psychologist is able to give disability specific information about resources and how to access them.

4 Possible Examples -Psychologist is unable to answer questions from parents about their rights and is unaware of resources to get the answers -Psychologist states we will meet every three years to review the student's progress. -Psychologist states 'You could look in the yellow pages or Google it if you want' -Psychologist answers parent questions about regulations and refers to State Ed. Department references if needed. -Psychologist states 'We will review the IEP every year to determine continued supports' -Psychologist states 'speak to your child's school counselor about a referral here'' while handing parent a brochure -Psychologist states 'We will develop the student's Individual Education Plan, or IEP, by talking about strengths, weaknesses and goals. We will keep track of his progress and meet to talk about that progress at least once a year.' -Psychologist gives parent a list of several resources, including the FSC. -Psychologist states 'We will develop the student's Individual Education Plan, or IEP, by talking about strengths, weaknesses and goals. We will keep track of his progress and meet to talk about that progress at least once a year.' and refers parent to the appropriate pages of the parent guide. - Psychologist gives parent a list of disability specific resources and offers to provide support to the family for making contacts.

5 1d: Psychologist takes initiative in assembling materials for the CSE Domain 1 for School Psychologists: Planning and Preparation Psychologist fails to assemble materials for the CSE Critical Attributes Psychologist: -does not have the necessary materials for the CSE -does not assemble the necessary materials at the CSE Psychologist assembles materials for the with prompts from other CSE members Psychologist: -has most of the necessary materials -needs prompting from other committee members to assemble those materials during the CSE Psychologist takes initiative to assemble the majority of the materials necessary for the CSE Psychologist: -has a binder with all of the materials that could be needed during the -takes initiative to assemble the majority of the materials on his/her own Psychologist takes initiative to assemble all of the necessary materials for the CSE Psychologist: -uses appropriate technology to display each section of the IEP on a board that all CSE members can see as it is being discussed -has a binder with all materials that could be needed during the Possible Examples -Psychologist does not have the draft IEP completed for the -Psychologist does not have the sign in sheet for the CSE members to sign in to the -Psychologist does not have his/her computer to record the -Psychologist has the sign-in sheet in the student s folder, but needs prompting from the special education teacher to pass it around -Psychologist needs to leave the CSE to get the student s draft IEP in his/her office -Psychologist has the draft IEP prepared for the, but is unable to put together appropriate technology to project the IEP for all CSE members to view it -Psychologist begins by passing around sign-in sheet and asking all members to sign it -Psychologist connects his/her computer to a projector before the begins and sets it up in a position that will allow all members sitting around the table to view the IEP -When the student s special education teacher brings up the option of alternative assessment at the, the psychologist has paperwork on the district s criteria for what qualifies a student to take the alternative assessments

6 1e: Psychologist prepares materials for CSE Domain 1 for School Psychologists: Planning and Preparation Psychologist fails to prepare necessary materials for CSE. Critical Attributes -Psychologist does not bring all necessary materials to the CSE. -Psychologist does not prepare the materials prior to the CSE. Possible Examples -Psychologist does not bring the CSE box to the which contains the draft IEP, attendance form, and current IEP. -Psychologist does not enter psychological testing results into Clear Track prior to the CSE. Psychologist brings basic materials to the CSE but without prior preparation. -Psychologist brings basic materials but the materials may not be readily available when needed during the course of the. - Psychologist brings laptop to the. -The psychologist is unable to find the consent for extended school year, and takes valuable CSE time trying to locate the necessary paper. - Psychologist brings laptop to the but logs in/sets it up during the first few minutes of the. -Psychologist brings the draft IEP to the, but has not reviewed the contents prior to the. - Psychologist enters basic testing results into Clear Track but does not include an interpretation of results. -Psychologist is able to state that the speech therapist is recommending continuation of service, but is unable to state service level. Psychologist prepares/brings necessary materials to the CSE. -Materials are prepared and easily assessable.. -Psychologist has the laptop ready for the CSE. -The psychologist has reviewed the draft prior to the and leads discussion of each area of the IEP. -The psychologist boots up the laptop prior to the and is ready to project the draft. - Psychologist enters psychological test results into Clear Track and includes an interpretation of results. -Psychologist states that the speech therapist is recommending therapy 2x30 minutes per week in a small group outside of general ed. Psychologist prepares all materials in an exemplary manner. - Psychologist prepares an inclusive IEP with detailed and specific information of the student prior to the. -Psychologist ensures that all members of the CSE have an opportunity to view the IEP as it is being reviewed at the. -Psychologist brings/prepares a wide range of materials for the CSE that may be needed to meet the needs of the CSE members. - In addition to bringing materials that are necessary to the CSE, the psychologist brings addition materials, such as brochures for the Lake Shore Family Support Center, brochures of summer programs offered through Summit or Canisius College, a list of Auditory Processing evaluators and phone numbers. -Psychologist ensures all necessary changes to the IEP are made in Clear Track before the conclusion of the. -Parent comments and concerns are discussed and entered into the IEP before or during the. -Psychologist enters testing results into Clear Track and includes an interpretation as well as implication of how these results impact the student's learning and drive instructional strategies. -Psychologist states to the parent that the speech therapist is recommending service 2x30 minutes per week in a small group outside of general ed because the student continues to display a moderate to severe speech production delay.

7 2a: Establishing rapport with students and/or parents Domain 2 for School Psychologists: The Environment Psychologist's interactions with students and/or parents are negative or inappropriate; students and/or parents appear uncomfortable in the CSE. Critical Attributes -Psychologist uses disrespectful talk towards students and/or parents. Student's and/or parents body language indicates feelings of hurt or insecurity. -Meeting participants use disrespectful talk towards one another with no response from the psychologist. -Psychologist displays no familiarity with or caring about individual students and/or parents' interests or personalities. Possible Examples -A student slumps in his/her chair following a comment by the psychologist. -Student/parents roll his/her eyes at an idea shared at the ; the psychologist does not respond. -Others talk when the parent/student and other members are talking; the psychologist does not correct them. Psychologist's interactions are a mix of positive and negative; the psychologist's efforts at developing rapport are partially successful. -The quality of interactions between psychologist and students/parents, is uneven, with occasional disrespect. -Psychologist attempts to respond to disrespectful behavior among students/parents, with uneven results. - Psychologist attempts to make connections with individual students/parents, but student/parent reactions indicate that the efforts are not completely successful or are unusual. -Students/parents attend passively at the, and tend to be quiet. -Students/parents share their thoughts, but other attendants are not fully listening. Psychologist's interactions with students and/or parents are positive and respectful; students and/or parents appear comfortable in the testing center -Talk between psychologist and students/parents is uniformly respectful. -Psychologist responds to disrespectful behavior among students/parents. -Psychologist makes superficial connections with individual students. -Psychologist greets students/parents by name as they enter the CSE location. -Students/parents attend fully to what the psychologist is saying. -Students/parents wait for others to finish speaking before beginning to talk. -Students/parents help each other and accept ideas from each other. -Psychologist/students/parents use courtesies such as please/thank you, excuse me. Students and/or parents seek out the psychologist, reflecting a high degree of comfort and trust in the relationship. In addition to the characteristics of proficient, -Psychologist demonstrates knowledge and caring about individual students /parents' lives beyond school. -When necessary, students/parents correct one another in their conduct towards others in the CSE. -There is no disrespectful behavior among students/parents. -The Psychologist s response to a student s/parent's incorrect response respects the student s/parent's dignity -Psychologist inquires about a student s soccer game last weekend (or extracurricular activities or hobbies). -Psychologist accepts ideas from students/parents and tries to incorporate that idea into student's IEP, as much as possible.

8 2b: Establishing and maintaining clear procedures for referrals and/or CSE s Domain 2 for School Psychologists: The Environment No procedures for referrals and/or CSE s have been established; when teachers want to refer a student for special services, they are not sure how to go about it. Critical Attributes -Psychologist does not assist in creating/implementing proper procedures for referrals and for CSE s. Psychologist has established procedures for referrals, but the details are not always clear. -Psychologist has assisted in creating proper procedures for referrals and for CSE s; however, implementation is not clear Procedures for referrals and for s and consultations with parents and administrators are clear to everyone. -Psychologist has assisted in creating proper procedures for referrals and for CSE s and implementation is clear and consistent. Procedures for all aspects of referral and testing protocols and for CSE s are clear to everyone and have been developed in consultation with teachers and administrators. In addition to the characteristics of proficient, -Psychologist continuously looks for ways to improve the referral and CSE process -Psychologist is open to suggestions/feedback from others regarding ways to enhance the process Possible Examples - Psychologist is unsure of referral process and is unable to assist staff -Psychologist abruptly cuts staff, parents, and/or students off while they attempt to talk at a CSE and says, No, it's not your turn. -Psychologist has some knowledge of the referral process, and is inconsistent when relaying information to staff -During CSE s Psychologist has some control over the flow of the, but he/she forgets to allow each person to provide input regarding the student -Psychologist is able to relay consistent information to staff regarding referral process -CSE s are conducted in a smooth manner, allowing everybody to provide input in a timely fashion -Psychologist makes notations regarding suggestions made by others in an attempt to improve the referral process and/or CSE s. -Teachers/parents comment on how clear and smooth the referral process and/or CSE went.

9 2c: Organizing physical space for holding CSE s Domain 2 for School Psychologists: The Environment The CSE location is disorganized and poorly suited for s. Materials are not stored in a secure location and are difficult to find when needed. Critical Attributes -There are physical hazards in the location, endangering others' safety. -Available technology is not being used, even if available and its use would enhance the. Materials in the location are stored securely, but the center is not completely well organized, and materials are difficult to find when needed. -The physical environment is safe. -The physical environment is not an impediment to the, but does not enhance it. -The psychologist makes limited use of available technology and other resources. The location is well organized; materials are stored in a secure location and are available when needed. -The location is safe, and all people attending are able to see and hear. -The location is arranged to support everybody feeling welcome and comfortable. -The psychologist makes appropriate use of available technology. The location is highly organized and is inviting to parents and staff. In addition to the characteristics of proficient, -Modifications are made to the physical environment to accommodate students with special needs. -There is total alignment between the purpose of the and the physical environment. -Others attending the take the initiative to adjust the physical environment. -Psychologists, staff, and students/parents make extensive and imaginative use of available technology Possible Examples -There are electrical cords running around the location. -There is a pole in the middle of the room; which does not allow all members to sit at one central table. -A white board is in the room, but it is facing the wall, indicating that it is rarely, if ever, used. -The room tables remains separate, even though the activity for the would be better served by moving the tables together to create one large area. -The psychologist tries to use a computer to project the IEP, but requires several attempts to make it work. -There are established guidelines concerning where backpacks, coats are left during a to keep the pathways clear; students/parents comply. -Tables are moved to make one larger table so members can easily work together during the discussions. -The use of an Internet connection enriches the lesson. -Student/parents/teachers ask if they can shift the furniture to better suit small group work, or discussion. -Psychologist closes the door to shut out noise in the corridor, & ensures confidentiality, and/or lowers a blind to block the sun from others' eyes. -Psychologist had a projector which projects the student's IEP onto the wall/screen and modifications to the IEP can be made and seen right at the.

10 3a: Psychologist assumes leadership at the CSE Domain 3 for School Psychologists: Delivery of Service Psychologist does not assume leadership at the CSE Critical Attributes Psychologist: -does not lead discussion of the members at the CSE -does not provide adequate information about the student Psychologist assumes leadership at the CSE when directed to do so Psychologist: -provides information about the student s skills when directed to do so -reviews any updated testing that was completed when directed to do so -provides input during discussion of some areas of the IEP (services, accommodations, modifications, goals) -does not ensure that all questions/concerns have been addressed Psychologist assumes leadership at the CSE as a standard expectation Psychologist: -leads discussion about the student s skills (academic, behavior, social, physical) and allows all members to have input -reviews any updated testing that was completed with student -leads discussion of each area of the IEP (services, accommodations, modifications, goals) -ensures that all questions/concerns have been addressed Psychologist assumes leadership at the CSE In addition to the characteristics in proficient the psychologist: -ensures that all members have an opportunity to view the IEP as it is being reviewed -leads the in a time efficient way keeping committee members on track and allowing everyone an appropriate time to speak Possible Examples -Psychologist asks the general education teacher to lead the CSE -Psychologist states to the parents that they have never met their child and that he/she does not have any input to provide about the student -Psychologist explains the meaning of the test results after a parent states that they are not clear on what the reported numbers mean -Psychologist concludes the without asking the parents of the student if they have any questions about the decisions made at the -Psychologist provides information on academic skills of the student but states that he/she does not have enough information to provide regarding other skill areas -Psychologist reviews standard scores obtained from the psych-educational testing completed and explains in terms that are understandable to parents of student -Psychologist states the reason that the is being held is that the student is currently struggling with academics and updated testing shows that a change in services may address his needs more appropriately -Psychologist suggests the need for tests read to the student based on results of the updated testing -Psychologist schedules a CSE for a new referral to last at least 45 minutes to allow enough time to review all information -Psychologist ensures that all necessary changes to the IEP are made in Clear Track before the end of the -Psychologist ensures that parent comments and concerns are discussed and entered into the IEP before or during the

11 3b: Taking minutes Domain 3 for School Psychologists: Delivery of Service The psychologist's minutes are incomplete or missing important information. Critical Attributes -Psychologist notes inaccurate information and recommendations -Psychologist does not discuss all services recommended The psychologist's minutes are complete, but include a minimal amount of information. -Psychologist notes only recommended services -Psychologist does not note staff, parents, or student input, or if present, is minimal in content The psychologist's minutes are complete, include all relevant information, and portray a detailed description of the. -Psychologist notes the relevant information from the, including a detailed description of the members' input -Psychologist notes are detailed and provide insight into the students' strengths and weaknesses The psychologist's minutes are complete and provide a meaningful description of the, including student, parent, and staff input. -Psychologist notes include all relevant information and capture the atmosphere of the -Psychologist notes the recommended program and reasons why this program was recommended and others were not Possible Examples -Psychologist notes state a 1:12+1 SC setting is recommended when the actual class size is 1:8+1 SC -Psychologist notes states OT is recommended 1X30 minutes per week (group or individual is omitted) -Parents' or student's input is not noted in the minutes -Only notes from the include: continue CT, doing well in classes -Student input states: doing well -Parent input states: no concerns -Recommended program noted includes: RR 180 minutes/week at the MS and includes start and end dates -Student input includes: Student is performing well in his classes and plans on attending college following the completion of high school. The student is interested in becoming a chef and is enrolled in a vocational program in this field. -Parent input includes: Parent reported that the student is performing well academically, but does not use his agenda to maintain help address organization deficits. -Recommended program noted includes: RR 180 minutes/week at the MS and includes start and end dates -RR support to address organizational deficits, CT support was considered but determined to not be sufficient in addressing the student's needs -Student input includes: Student is performing well in his classes and plans on attending college following the completion of high school. The student is interested in becoming a chef and is enrolled in a vocational program in this field. Student reports that the RR support is helpful in improving his organizational deficits. Student also reports that his regular education teachers are aware of his difficulties and work collaboratively with him to address these barriers.

12 3c: Noting changes to draft IEP Domain 3 for School Psychologists: Delivery of Service Psychologist fails to note changes to draft IEP during Critical Attributes -Psychologist fails to review all aspects of draft IEP for completion Possible Examples -Psychologist does not address incomplete section including recommended level of service -Psychologist states the SET will address and complete this section later Psychologist verbally notes changes to IEP during -Psychologist addresses all issues on draft IEP, but doesn't make changes at that time -Psychologist addresses all levels of support and recommendations, but relies on SET to make changes at some time after the -Psychologist states reads through the draft IEP without pausing for discussion Psychologist addresses changes to IEP during and confirms with SET that changes are made to the draft -Psychologist notes changes to the IEP and confirms these changes with the SET -Psychologist addresses the levels of support and recommendations and confirms that these changes are made at the -Psychologist pauses at times throughout the to aid in initiating discussion Psychologist addresses changes to the IEP during the and confirms with SET that changes are made to the draft at the. Psychologist also initiates a discussion about the change at the. -Psychologist leads a comprehensive discussion about the proposed changes with the CSE team and confirms that these changes are made by the SET at that time -Psychologist addresses the proposed changes and leads a discussion about the changes, keeping in mind the long term educational plan for the student and while speaking in terms that all team members understand

13 3d: Demonstrating flexibility and responsiveness to all members of the team Critical Attributes Domain 3 for School Psychologists: Delivery of Service Psychologist adheres to the IEP, in spite of information that is shared at the that shows that it is inadequate for the student s needs Psychologist: -has an IEP partially prepared based on his/her testing before the CSE -does not make necessary adjustments to the IEP following information shared about the student skills at the CSE -does not make necessary adjustments to the IEP following information shared about the student s schedule at the CSE Psychologist makes some necessary changes to the IEP when confronted with the evidence of the need for change -Psychologist: -has an IEP prepared based on his/her testing and information shared by teacher and related service providers before the CSE -upon hearing from teacher and related service providers reports/testing at the, makes some necessary changes to the student s IEP after persuasion from other members Psychologist makes all necessary changes to the IEP based on the information shared by the committee members (i.e. parent, teacher) Psychologist: -has a quality IEP prepared based on his/her testing and information shared by teachers, related service providers, and parents before the CSE -upon hearing reports from the teachers, related service providers, and parents, makes any necessary changes to the student s IEP to better address his/her needs Psychologist seeks ways to improve the IEP based on the information that is being shared by the committee members (i.e. parent, teacher) In addition to the characteristics in effective the psychologist: -after reviewing the IEP, questions the members of any further suggestions on services, accommodations or modifications that would help to address the student s needs -makes suggestions on his/her own about possible additional services, accommodations or modifications and asks feedback on those suggestions Possible Examples -Psychologist recommends Self-Contained classroom for a student and upon hearing concerns from the parent about placing their child in such a restrictive placement, the psychologist remains with the recommendation without addressing the parent s concerns -In academic performance section of a student s IEP, the psychologist writes in how the student did on the psychological testing, but does not include any information -Psychologist is hesitant to agree on the need for an FBA/BIP when a special education teacher shows charts of increasing negative behaviors in the classroom and agrees only after a high level of persuasion from the teachers and parent -Psychologist explains that the student s testing results and her classroom performance may demonstrate different skill levels due to her difficulty with attending in the classroom (while the testing room was a small, quiet setting ) -Psychologist originally recommended Resource Room services for a student, but upon hearing at the that the student is pulled out of her class multiple times for speech and occupational therapy services, decides to recommend Consultant Teacher services instead to address her academic needs -After Consultant Teacher services are recommended for ELA and Math, psychologist works with the CSE members to find a way to make it -Psychologist offers the parents of the student (who seem concerned about placing their child in a Self-Contained classroom) an opportunity to observe the classroom and speak with the teacher before the plan is finalized to make sure that they felt comfortable -When a parent states that they feel that their child needs additional counseling to what they are receiving in school, the psychologist offers the parent a list of agencies and sets up a separate time to speak with them about these agencies

14 from the teacher about how they are exhibiting these academic skills in the classroom possible in the student s schedule to have him receive his math instruction in the Self- Contained classroom while remaining in the general education classroom for the rest of the day

15 3e: Recording CSE electronically Domain 3 for School Psychologists: Delivery of Service Psychologist does not record electronically. Critical Attributes -Psychologist fails to electronically record. Possible Examples -Psychologist does not bring laptop to record the, but states that he/she will remember what was discussed. Psychologist haphazardly records the electronically. -Psychologist needs a prompt from other CSE members to record the. -Psychologist records the without parental knowledge. -Psychologist begins recording mid-way through the CSE. -Psychologist does not explain the recording procedure to the parent. Psychologist records the electronically. -Psychologist explains that all CSE s are recorded electronically. -Psychologist states to the parent, We record all of our CSE s electronically. Psychologist includes in the introduction of the that the will be recorded electronically. -Psychologist establishes rapport with parents and in the course of the introduction, states that the will be recorded electronically. -Psychologist greets parents as they enter the room. - Psychologist introduces the parents to other CSE members. -Psychologist explains to the parent that the CSE will be recorded electronically.

16 3f: Communicates clearly & accurately Domains 3 for School Psychologists: Delivery of Service The psychologist does not communicate clearly to the other members of the CSE, including the parent Critical Attributes -Psychologist does not have an understanding of the various programs offered -Psychologist does not have an understanding of the requirements for each program Possible Examples -Psychologist states that a student is eligible for an out-ofdistrict placement for a new referral student The psychologist attempts to communicate during the CSE ; however, he/she is not completely understood by other committee members -Psychologist does have an understanding of the various programs offered - Psychologist does not have an understanding of the requirements for each program -In attempting to describe what various programs look like, the psychologist fumbles over words and gets various programs mixed up The psychologist communicates clearly and accurately during the CSE -Psychologist has an understanding of the various programs and the requirements for each -Psychologist is able to communicate testing results clearly, and in a way that is understood by all -Psychologist provides a thorough understanding of the various programs and offers valuable insight to reach a decision The psychologist communicates clearly and accurately during the CSE and checks to make sure everyone is clear and if anyone has questions -Psychologist has an understanding of the various programs and the requirements for each, and -Psychologist is able to communicate testing results clearly, and in a way that is understood by all. He/she is also able to clarify results when they are not understood. -Psychologist displays a thorough understanding of the NYS regulations -Psychologist provides a thorough understanding of the various programs and offers valuable insight to reach a decision -Psychologist states that an observation of the various programs would be available and assists in coordinating it

17 3g: Psychologist involved in planning services / accommodation to maximize students' likelihood of success Domains 3 for School Psychologists: Delivery of Service Psychologist fails to comprehensively review a plan that is compatible with the needs of the student. Critical Attributes Psychologist: -considers the updated testing results to determine appropriate level of SE services -considers the input from the parents of the student to determine appropriate level of SE services -does not consider input from everyone at the to assist in determining the appropriate level of SE services -does not consider the parents input as to what would be the most appropriate SE service for the student -does not ensure that the special education teacher will be able to appropriately accommodate the student in their schedule/classroom Possible Examples -makes decisions solely based on assessment data, does not consider any other information Psychologist develops a plan that is partially suitable for the needs of the student. Psychologist: -considers input from everyone at the CSE to determine the appropriate level of special education services for the student -considers the updated testing results to determine appropriate level of SE services -does not consider the parents input as to what would be the most appropriate special education service for the student -Psychologist does not get feedback from parent to see if they are comfortable with the CSE recommendations Psychologist involved in developing services/ accommodations that are aligned with identified needs of the student. Psychologist: -considers input from everyone at the CSE to determine the appropriate level of special education services for the student -considers the updated testing results to determine appropriate level of SE services -considers the input from the parents of the student to determine appropriate level of SE services -ensures that the special education teacher will be able to appropriately accommodate the student in their schedule/classroom -gathers all available information to make a well-informed decision. -gets consensus from everybody at the -stated that the IEP is a fluid document that can be modified as needed Psychologist thoroughly reviews and helps develop a comprehensive plan, which includes unique ways to meet the specific needs of the student. In addition to the characteristics in effective, the psychologist: -determines a plan that will allow a smooth transition into/change of special education services for the student -ensures that all skill areas and needs will be addressed by some service/accommodation/modification in the IEP -ensures that all members involved in the plan are knowledgeable about the specific needs of the student and their exact role in addressing these needs -Psychologist develops a plan that the student can have a few days to visit their new teacher/classroom to become more acquainted with them before the actual change in service begins -Psychologist speaks with the special education teacher before the to

18 ensure that they have room in their 5 th period Resource Room -Psychologist ensures that bus monitor is added to the Special Transportation section of the IEP to address the severe behavior problems that the student exhibits on the bus