CONNECTICUT SEED Student and Educator Support Specialists Guidance Document

Transcription

1 DRAFT 9/13/2013 CONNECTICUT SEED Student and Educatr Supprt Specialists Guidance Dcument Schl Psychlgists 1

2 DRAFT 9/13/2013 Schl Psychlgists This dcument prvides guidance t administratrs and Student and Educatr Supprt Specialists (SESS) n the applicatin f the Cnnecticut SEED educatr evaluatin system t Schl Psychlgists. Student and Educatr Supprt Specialists are thse individuals wh by the nature f their jb descriptin d nt have traditinal classrms, but serve a caselad f students, staff r families. In additin, they ften are nt directly respnsible fr cntent instructin nr d state standardized assessments directly measure their impact n students. The fllwing dcument prvides guidance n the evaluatin f Schl Psychlgists in public schl settings. 2

3 OVERVIEW: DRAFT 9/13/2013 Schl Psychlgists Rles f Schl Psychlgists: Schl Psychlgists are uniquely qualified t help children and yuth succeed academically, scially, behavirally and emtinally. They cllabrate with educatrs, parents and ther prfessinals t create safe, healthy and supprtive learning envirnments that strengthen cnnectins between hme, schl and the cmmunity fr all students. With expertise in bth mental health and educatin, Schl Psychlgists are highly trained in the areas f child develpment, learning, scial/emtinal develpment, curriculum and instructin, evaluatin and assessment practices, cnsultatin, cllabratin, schl law, and systems appraches t learning. Given their specialized training and skills, Schl Psychlgists are able t prvide a multitude f interventins that cntribute t verall student achievement (e.g. supprting academic and scial-emtinal learning, addressing psitive schl climates, enhancing academic engagement, prmting psitive behaviral supprts). They wrk as integral members f bth schl-based and district-wide teams t supprt the academic success f students thrugh a variety f means including cnsultatin and review f student perfrmance data. Research findings have shwn that students wh receive this type f supprt demnstrate greater verall achievement in schl (Bierman et al., 2011; Durlak et al., 2011). In the cntext f the Cnnecticut SEED educatr evaluatin system, educatrs will wrk in cnjunctin with their evaluatrs t identify bjectives fr student learning and crrespnding measures f student perfrmance t evaluate prgress made twards thse learning bjectives. Educatrs will draft Student Learning Objectives (SLOs) that specify: 1. a learning bjective fcus statement; 2. baseline r trend data relative t that bjective; 3. the ppulatin f students that will be assessed n the bjective (e.g. caselad, grade level, curse, etc ); 4. the standards and learning cntent that are represented by the bjective; 5. the length f time acrss which interventin will ccur in rder t supprt students in btaining the bjective; 6. assessments that will be used t evaluate student perfrmance; 7. quantitative indicatrs f academic grwth and develpment (IAGDs) based n student perfrmance n assessments; and 8. instructinal strategies that will be emplyed t supprt students in realizing the learning bjective. The fllwing pages prvide sample SLO fcus statements and crrespnding IAGDs that may be apprpriate fr Schl Psychlgists given their unique rle within schl settings. 2

4 Sample 1 STUDENT LEARNING OBJECTIVE (SLO) FOCUS STATEMENT INDICATORS OF ACADEMIC GROWTH AND DEVELOPMENT (IAGD) DRAFT 9/13/2013 Schl Psychlgists Subject Area: Schl Psychlgy Ppulatin f Students: All Elementary Students Student Learning Objective Fcus Statement: Out f classrm behavir will imprve as demnstrated by a decrease in ffice referrals. Baseline Data: Based n the Schl Wide Infrmatin System (SWIS) there were 1542 ut f classrm area ffice referrals in the schl year. Ratinale: This bjective was chsen t decrease behavirs ccurring in nn-classrm areas that typically interfere with the delivery f instructin and student learning. As part f the schl-wide PBIS team, the schl psychlgist will implement the Stp/Walk/Talk curriculum t teach and prmte scial respnsibility skills. Indicatr(s) f Academic Grwth and Develpment: 1. Student ffice referrals will decrease by 25% during the academic year, in cmparisn t the academic year. Standards and Learning Cntent: Perfrmance Expectatin 3: Element A, Welfare and Safety f Students, Faculty and Staff 4

5 DRAFT 9/13/2013 Schl Psychlgists Sample 2 STUDENT LEARNING OBJECTIVE (SLO) FOCUS STATEMENT INDICATORS OF ACADEMIC GROWTH AND DEVELOPMENT (IAGD) Subject Area: Schl Psychlgy Ppulatin f Students: Students with Autism Spectrum Disrder (ASD) at Parker Elementary Schl Student Learning Objective Fcus Statement: Imprve Scial Cmpetency f ASD students thrugh initiating peer interactin(s). Baseline Data: There are 5 students identified with ASD wh have an average daily interactin rate with peers f 1.2 interactins. Ratinale: Students with ASD require direct instructin and supprt t generalize scial skills t natural settings. The Scial Emtinal Regulatin and Transactinal Supprt (SCERTS) mdel will be implemented with these students. Indicatr(s) f Academic Grwth and Develpment: 1. Three ut f five students will successfully initiate 3 peer interactins with 3 different peers in 3 different situatins/envirnments n a daily basis as measured by frequency data n daily pint sheets and dcumented in bservatins by schl psychlgist by January Tw ut f five students will successfully initiate 2 peer interactins in tw different situatins/envirnments n a daily basis as measured by frequency data n daily pint sheets and dcumented in bservatins by schl psychlgist by May Standards and Learning Cntent: Cmmn Cre State Standards (CCSS) ELA & Literacy: CCRA L.3 Apply knwledge f language t understand hw language functins in different cntexts, t make effective chices fr meaning r style, and t cmprehend mre fully when reading r listening. 5

6 DRAFT 9/13/2013 Schl Psychlgists Sample 3 STUDENT LEARNING OBJECTIVE (SLO) FOCUS STATEMENT INDICATORS OF ACADEMIC GROWTH AND DEVELOPMENT (IAGD) Subject Area: Schl Psychlgy Ppulatin f Students: 22 students in 2 nd grade Student Learning Objective Fcus Statement: Students currently fund t be belw targeted benchmarks in reading will increase their reading prficiency by June. Baseline Data: 22 students did nt achieve the target DRA scre (18) and are scheduled t receive Tier II and Tier III interventin. They currently read at 12 wrds per minute r belw n AIMsweb Fluency test. Ratinale: This bjective was cllabratively set with the schl psychlgist and secnd grade teachers. The schl psychlgist will attend weekly data team meetings and prvide recmmendatins fr interventin using item analysis f student wrk, and when necessary, cnduct classrm bservatins fr students belw target. Indicatr(s) f Academic Grwth and Develpment: 1. AIMSweb scre will imprve by 1.8 wrds per minute per week fr students with targeted interventins by June. 2. AIMSweb scre will increase t 35 wrds read crrectly n a secnd grade passage by end f the schl year by June. 3. Increase f 3 DRA levels by the end f the schl year. Standards and Learning Cntent: Cmmn Cre State Standards (CCSS) ELA & Literacy: RF 2.4 Read with sufficient accuracy and fluency t supprt cmprehensin. 6

7 DRAFT 9/13/2013 Schl Psychlgists RECOMMENDATIONS FOR CUSTOMIZING THE OBSERVATION RUBRIC: The Schl Psychlgy wrking grup makes the fllwing recmmendatins t the PEAC fr the develpment f state evaluatin guidelines fr Schl Psychlgists: In lieu f the draft rubric currently prpsed, that perfrmance criteria fr the schl psychlgist are based n the Mdel fr Cmprehensive and Integrated Schl Psychlgical Services (Natinal Assciatin f Schl Psychlgy, 2010). This evaluatin prcess is based n a set f rigrus research-based standards and NASP standards fr training and practice. In keeping with the fur guiding principles fr evaluating the perfrmance f schl psychlgists psited by the Natinal Assciatin fr Schl Psychlgists (NASP, 2012), the instrument is designed t accurately and fairly capture student and prfessinal grwth, have sufficient breadth t evaluate the wide scpe f schl psychlgical services, use measures that are valid, reliable and meaningful, and prvide a unifrm evaluatin system. The evaluatin fcuses n the prmtin f quality psychlgical services, effective leadership, enhanced student learning and prfessinal practice. A furth dmain, Cre Prfessinalism, has been added t illustrate the minimum cmpetencies expected in any prfessin. This is separate frm the ther sectins in the rubric because they have little t d with teaching and learning and mre t d with basic emplyment practice and cllegial cllabratin. The Schl Psychlgist is expected t meet these standards. If they d nt, it will affect their verall rating negatively. As part f a prfessinal grwth mdel, the Schl Psychlgist Self-Assessment is required as a cmpnent f the evaluatin prcess. Schl Psychlgists are well qualified t cntribute t the design f their perfrmance evaluatins as well as establish prfessinal develpment gals. In additin t their knwledge f schl psychlgy preparatin and practice, they have expertise in measurement thery, databased decisin-making and knwledge f a variety f applicable evaluatin methds Every schl district respnsible fr evaluating the Schl Psychlgist is required t have a clear jb descriptin that delineates the full scpe f practice t guide the setting f IAGDs, feedback and bservatin. The Schl Psychlgist and their evaluatr are required t discuss the specific characteristics f the schl psychlgist s rle including the ppulatin served and the characteristics f the ppulatin t determine the apprpriate applicatin f standardized measures f student grwth t this prfessinal. The Schl Psychlgist and evaluatr need t determine the apprpriate venue fr bservatin and the rubric by which the bservatin f practice will be cnducted. The Schl Psychlgy Wrking Grup recmmends that the CSDE establish frmal reginal netwrks f prfessinals within these disciplines wh can assist with individual r grup supervisin, supprt and evaluatin cnsistent with natinal standards (NASP, 2012). The fllwing excerpt frm the Guidelines fr the Practice f Schl Psychlgy, Cnnecticut State Department f Educatin (2004) prvides directin in best practices fr supervising and evaluating Schl Psychlgists. 7

8 8 DRAFT 9/13/2013 Schl Psychlgists Cmpetent supervisin f clinical skills (i.e., specialized skills required fr the practice f schl psychlgy, but nt cmmn t educatrs) prmtes, enhances and updates the prfessinal grwth f the Schl Psychlgist. As it relates t schl psychlgy, the term "supervisin" incrprates activities perfrmed at tw levels. At the individual level, clinical supervisin refers t face-t-face supervisin sessins between the Schl Psychlgist and the supervising schl psychlgist. These sessins are designed t imprve clinical skills related t assessment, cunseling, cnsultatin and ther schl psychlgy rle requirements. Grup supervisin has the same gal the enhancement f clinical skills but refers t sessins with a grup f tw r mre Schl Psychlgists and the supervising Schl Psychlgist. Grup and individual clinical supervisin require technical prficiency in schl psychlgy and shuld nly be prvided by a certified Schl Psychlgist, preferably with training in the area f supervisin and evaluatin (CSDE, 1999b; NASP, 2000c). Administrative supervisin may be prvided by apprpriately credentialed individuals wh are knwledgeable abut schl psychlgy, such as a building r district administratr (CSBE, 2001). Administrative supervisin includes such activities as adherence t schl plicy and state and federal regulatins, and the day-t-day nnclinical duties perfrmed by the Schl Psychlgist. Districts shuld prvide adequate clinical supervisin and prfessinal resurces t meet the needs f their schl psychlgy staff members. Clinical supervisin f Schl Psychlgists requires discipline-specific training and expertise (Cnnecticut State Bard f Educatin, 1999) and experience in the practice f schl psychlgy. A lead Schl Psychlgist shuld be designated by a schl system t respnd t practice issues in schl psychlgy such as apprpriate assessment techniques, best practice methds in cunseling and cnsultatin and skill building in all rle functins. Supervisin shuld be ffered n an individual basis fr all new staff members, interns and veteran prfessinals. Fr interns and first-year Schl Psychlgists, face-t-face supervisin shuld be prvided fr at least tw hurs weekly (NASP, 2000d; NASP, 2000e). Individual clinical supervisin fr the experienced Schl Psychlgist shuld be arranged based n individual and district needs. Peer/grup supervisin is a viable surce fr staff supervisin and develpment. Peer mentring is anther means f ensuring sufficient pprtunities fr prfessinal grwth and develpment fr nvice Schl Psychlgists. Supervisin als includes prfessinal develpment activities ffered thrugh department meetings, wrkshps and cnferences. These activities are part f a cmprehensive clinical supervisin plan develped fr a schl psychlgy staff. Prfessinal develpment days ffer an excellent pprtunity fr Schl Psychlgists t pursue leadership pprtunities, learn new cunseling techniques, review new assessment methds and participate in prgram review and planning. Schl systems shuld prvide prfessinal develpment activities such as peer supervisin and wrkshps specific t schl psychlgy training and expertise. The Cnnecticut Assciatin f Schl Psychlgists, the Natinal Assciatin f Schl Psychlgists, the American Psychlgical Assciatin and the Cnnecticut State Department f Educatin Cnsultant fr schl psychlgy are all valuable resurces in this regard.

9 DRAFT 9/13/2013 Schl Psychlgists Supervisrs shuld encurage Schl Psychlgists t participate in state and natinal assciatins t maintain prfessinal identity and an up-t-date knwledge f the field f schl psychlgy. Supervisrs shuld prmte and supprt the participatin f Schl Psychlgists in prfessinal develpment wrkshps ffered utside the schl system t btain knwledge and t netwrk with fellw Schl Psychlgists (pages 15-16). Under state law, evaluatin f prfessinal schl district emplyees is cnducted in accrdance with State Bard f Educatin guidelines, in additin t whatever guidelines are established thrugh the lcal schl district s labr agreement. The latter typically assigns exclusive respnsibility fr staff evaluatin t administratrs. In rder t prmte prfessinal grwth, the evaluatin f Schl Psychlgists clinical skills is best cnducted by an apprpriately certified Schl Psychlgist. Many schl districts, hwever, d nt have an administratr wh is certified in schl psychlgy. In this situatin, innvative arrangements fr evaluating and supervising Schl Psychlgists (and ther supprt services specialists) might be explred. Fr example: 1. a Schl Psychlgist with administratr s certificatin might be designated as a supervisr, r crdinatr, and have a split psitin as bth administratr and schl psychlgist, r 2. a special arrangement might be made fr smaller districts t share an administratr (page 17). RECOMMENDATIONS FOR STUDENT, PARENT AND PEER FEEDBACK: It is recmmended that the schl/district utilize infrmatin gathered frm the CT Schl Climate Survey, the Natinal Schl Climate Survey r custmize a survey that fcuses n the initiative specific t schl psychlgists. RESOURCES: Bierman, K. L., Cie, J. D., Ddge, K. A., Greenberg, M. T., Lchman, J. E., McMahn, R. J., & Pinderhughes, E. (2010). The effects f a multiyear universal scial-emtinal learning prgram: The rle f student and schl characteristics. Jurnal f Cnsulting and Clinical Psychlgy, 78, Cnnecticut State Department f Educatin (2004). Guidelines fr the Practice f Schl Psychlgy. Hartfrd, CT. Cnnecticut s System fr Educatr Evaluatin and Develpment (SEED). (ND). Retrieved frm Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylr, R. D., & Schellinger, K. B. (2011). The impact f enhancing students scial and emtinal learning: A meta-analysis f schl-based universal interventins. Child Develpment, 82,

10 DRAFT 9/13/2013 Schl Psychlgists CREDITS: Natinal Assciatin f Schl Psychlgists, (2012). A framewrk fr the persnnel evaluatin f schl psychlgists utilizing the NASP Practice Mdel, Cmminuque Handut: Nvember, Vlume 41, Number 3. Bethesda, MD: Natinal Assciatin f Schl Psychlgists. Natinal Assciatin f Schl Psychlgists, (2010). Mdel fr Cmprehensive and Integrated Schl Psychlgical Services. Bethesda, MD: Natinal Assciatin f Schl Psychlgists. Dr. Jhn Desrchers CT Assciatin f Schl Psychlgists Carla D Ori Directr f Psychlgical Services Bridgeprt Public schls Dr. Paula Gill-Lpez Dept. Chair and Directr Schl Psychlgy, Fairfield University Dr. Jcelyn Mackey Educatin Cnsultant - Schl Psychlgy CT State Department f Educatin Karla Vazquez CT Assciatin f Schl Psychlgists PEAC STUDENT AND EDUCATOR SUPPORT SPECIALISTS WORK GROUP: Rn Benner Schl Psychlgist Bridgeprt Public Schls Dr. Michael Regan Directr f Special Educatin Cperative Educatinal Services (CES) 10

11 Schl Psychlgist STANDARD 1: Practices that Permeate All Aspects f Service Delivery 1a: Data-Based Decisin Making and Accuntability Belw Standard Develping Prficient DOESN T MEET THE DEVELOPING CRITERIA Cnducts assessments t identify eligibility fr special educatin Cllects data systematically frm ne r mre surces Uses sme valid & reliable assessment techniques Cnducts assessments t identify eligibility fr special educatin as part f the multidisciplinary team Cllects and uses data t recmmend apprpriate and research-based academic and scial/emtinal learning services and interventins Cnducts assessments t identify all areas f suspected disability fr special educatin eligibility Data cllected systematically frm multiple surces and cnsiders eclgical factrs (e.g. classrm, family, cmmunity characteristics) Uses prblem-slving framewrk as basis fr data-based decisin-making Uses systematic and valid data cllectin prcedures Understands and helps facilitate design/implementatin f treatment fidelity Uses systematic and valid methds t evaluate effectiveness f wn service and schl systems 1b. Cnsultatin and Cllabratin DOESN T MEET DEVELOPING CRITERIA Uses the prblem slving prcess as a vehicle fr planning, cmmunicating, cnsulting and cllabratin Shws up fr meetings Returns phne calls/ s Is visible t staff and parents in schls Demnstrates timeliness fr meetings, returning phne calls and s Cmmunicates infrmatin fr diverse audiences, such as parents, teachers, and ther schl persnnel, plicy makers, cmmunity leaders, and thers Participates in schl based meetings and demnstrates attempts t cllabrate/cnsult with schl persnnel, parents, and cmmunity Use f infrmatin and technlgy resurces t enhance data cllectin & decisin making Effectively cmmunicates infrmatin fr diverse audiences Functins as a ptential change agent, using his/her skills in cmmunicatin, cllabratin, and cnsultatin t prmte necessary change at the individual student, classrm, building, and district Applies psychlgical and educatinal principles necessary t enhance cllabratin and achieve effectiveness in prvisin f services

12 STANDARD 2: Direct and Indirect Services fr Children, Families, and Schls 2a. Interventins and Instructinal Supprt t Develp Academic Skills Belw Standard Develping Prficient DOESN T MEET DEVELOPING CRITERIA Wrks with ther schl persnnel t ensure the attainment f state and lcal academic benchmarks by all students Applies current empirically based research n learning and cgnitin t the develpment f effective instructinal strategies t prmte student learning at the individual, grup and systems level Wrks with ther schl persnnel t develp and evaluate effective interventins fr increasing the amunt f time students are engaged in learning Incrprates all available assessment infrmatin in recmmending instructinal strategies t meet the individual learning needs f children Seeks t cllabratively prmte student achievement with ther schl staff/resurces Uses infrmatin and assistive technlgy resurces t enhance students cgnitive and academic skills 2b. Interventins and Mental Health Services t Develp Scial and Life Skills DOESN T MEET DEVELOPING CRITERIA Integrates behaviral supprts and mental health services with academic and learning gals fr children Has knwledge and applies techniques f FBA, Psitive Behaviral Principles Facilitates design and delivery f curricula and/r prgrams t help students develp effective behavirs, such as self-regulatin and selfmnitring, planning/ rganizatin, empathy, and healthy decisinmaking Uses systematic decisin-making t cnsider the antecedents, cnsequences, functins, and ptential causes f behaviral difficulties that may impede learning r scializatin Addresses implementatin fidelity f behaviral interventin Seeks ut prfessinal develpment and stays current with research n human learning, cgnitin, and develpmental prcesses Prvides a cntinuum f develpmentally apprpriate mental health services, including individual and grup cunseling, behaviral caching, life skills instructin, persnal safety in the classrm, scial emtinal learning prgrams, psitive behaviral supprt, and parent educatin and supprt. In additin, the schl psychlgist evaluates the implementatin and results fr these services at the individual and grup level Develps and implements behavir change prgrams at individual, grup, classrm, and schl-wide levels that demnstrate the use f apprpriate eclgical and behaviral appraches (e.g., psitive reinfrcement, scial skills training, and psitive psychlgy) t student discipline and classrm management

13 2c. Schl-Wide Practices t Prmte Learning 2d. Preventive and Respnsive Services DOESN T MEET DEVELOPING CRITERIA DOESN T MEET DEVELOPING CRITERIA Has knwledge f universal screening prgrams t identify students in need f additinal instructinal r behaviral supprt services as well as assisting with prgress mnitring systems t ensure successful learning and schl adjustment Demnstrates and utilizes a slid knwledge base f curriculum and instructin Participates in schl based team meetings (examples (RTI; MDAT; IEP; PBIS; etc ) Incrprates evidenced-based strategies, in cllabratin with thers, in the design, implementatin, and evaluatin f effective plicies and practices in areas such as discipline, instructinal supprt, staff training, schl and ther agency imprvement activities, prgram evaluatin, student transitins, grading and hme schl partnerships Wrks t build strng relatinships with key staff and cllabrates t meet schl gals and. Delivers mental health services, as needed Cllabrates with schl persnnel, students, parents, and cmmunity Uses knwledge f rganizatinal develpment and systems thery t assist in prmting a respectful and supprtive atmsphere fr decisin making and cllabratin, and a cmmitment t quality instructin and services Participates in the develpment f schl imprvement plans Prmtes the develpment and maintenance f learning envirnments that supprt resilience and academic grwth, increase high rates f academic engaged time, and reduce negative influences n learning and behavir and Practices practive primary preventin Prmtes recgnitin f risk factrs Actively participates in threat assessments, utilizing best practices Evaluates the need fr preventative services and initiatives Participates in schl crisis teams with planning and/r crisis incidents Prmtes and advcates fr Psitive Behaviral Interventins and Supprt Practices Prvides cunseling/caching, and/r interventins strategies Prmtes wellness and resiliency Participates in prmting safe and vilence-free schls and cmmunities

14 2e. Family-Schl Cllabratin Services DOESN T MEET DEVELOPING CRITERIA Prmtes the use f evidence based strategies t design, implement and evaluate effective plicies and practices that prmte family schl cllabratin and Identifies diverse cultural issues, cntext and ther factrs that have an impact n family/schl interactin Helps t create linkages and crdinatin f services between schl families and cmmunity and Advcates fr families and supprts parents in their invlvement in schl activities Prmtes strategies fr parenting that facilitate children s healthy develpment Educates the schl cmmunity regarding influence f family invlvement n schl achievement and advcates fr parent invlvement in schl gvernance and plicy develpment STANDARD 3 Fundatins f Service Delivery 3a. Diversity in Develpment and Learning Belw Standard Develping Prficient DOESN T MEET DEVELOPING CRITERIA Uses valid and reliable assessment instruments and practices when wrking with diverse ppulatins and cmmunicates pssible limitatins (e.g., with respect t nrmative data) with thers and Applies understanding f the influence f diversity (e.g., culture, language, SES, sexual rientatin, race, gender) when designing and implementing interventins t achieve learning and behaviral utcmes and Prvides culturally cmpetent and effective practices in all areas f schl psychlgy service delivery and in the cntexts f diverse individual, family, schl, and cmmunity characteristics Recgnize in themselves and thers the subtle racial, class, gender, cultural and ther biases they may bring t their wrk and the way these biases influence decisin-making, instructin, behavir, and lng-term utcmes fr students Prmtes fairness and scial justice in educatinal prgrams and services

15 3b. Research and Prgram Evaluatin 3c. Legal, Ethical and Prfessinal Practice DOESN T MEET DEVELOPING CRITERIA DOESN T MEET DEVELOPING CRITERIA Incrprates techniques fr data cllectin, analysis, and accuntability in evaluatin f services at the system, grup, and individual levels Stays current with legal, ethical and prfessinal standards Smetimes mdels prfessinal standards including cmpleting duties accurately and punctually, adhering t authrized plicies and prcedures, selects apprpriate channels fr reslving cnflicts, and is a psitive ambassadr in the schl and cmmunity and Applies knwledge f evidencebased interventins and prgrams in designing, implementing, and evaluating the fidelity and effectiveness f schl-based interventin plans at the grup and individual levels Supprts teachers in cllecting and analyzing prgress mnitring data at the grup and individual levels Evaluates and synthesizes a cumulative bdy f research findings as a fundatin fr effective service delivery and Accesses, evaluates and utilizes infrmatin surces and technlgy in ways that safeguard and enhance the quality f services and respnsible recrd keeping Reflects n practice t ensure apprpriate service delivery Occasinally mdels prfessinal standards including cmpleting duties accurately and punctually, adhering t authrized plicies and prcedures, selects apprpriate channels fr reslving cnflicts, and is a psitive ambassadr in the schl and cmmunity. and Cllabrates with thers t cllect, analyze, and interpret prgram evaluatin data in applied settings at the grup and individual levels Shares infrmatin abut research with educatrs, parents and/r the cmmunity t prmte imprvements in instructin, student achievement and healthy lifestyles Prvides assistance in schls and ther settings fr analyzing, interpreting, and using empirical fundatins fr effective practices at the grup and individual levels and Uses supervisin, mentring, and/r cnsultatin fr effective practice Advcates fr prfessinal rles as prviders f effective services that enhance the learning and mental health f all children Engages in lifelng learning and frmulates persnal plans fr nging prfessinal grwth Assists administratrs, teachers, parents, and ther schl persnnel in understanding and adhering t legislatin and regulatins relevant t regular and special educatin Regularly mdels prfessinal standards including cmpleting duties accurately and punctually, adhering t authrized plicies and prcedures, selects apprpriate channels fr reslving cnflicts, and is a psitive ambassadr in the schl and cmmunity.

16 STANDARD 4: Cre Prfessinalism These indicatrs illustrate the minimum cmpetencies expected in any prfessin. These are separate frm the ther sectins in the rubric because they have little t d with teaching and learning and mre t d with basic emplyment practice. Schl psychlgists are expected t meet these standards. If they d nt, it will affect their verall rating negatively. Des Nt Meet Standard 1 Attendance Individual demnstrates a pattern f unexcused absences (absences that are in vilatin f prcedures set frth by lcal schl plicy and by the relevant cllective bargaining agreement) Meets Standard Individual has nt demnstrated a pattern f unexcused absences (absences that are in vilatin f prcedures set frth by lcal schl plicy and by the relevant cllective bargaining agreement) 2 On-Time Arrival Individual demnstrates a pattern f unexcused late arrivals (late arrivals that are in vilatin f prcedures set frth by lcal schl plicy and by the relevant cllective bargaining agreement) Individual has nt demnstrated a pattern f unexcused late arrivals (late arrivals that are in vilatin f prcedures set frth by lcal schl plicy and by the relevant cllective bargaining agreement) 3 Plicies and Prcedures Individual demnstrates a pattern f failing t fllw state, crpratin, and schl plicies and prcedures (e.g. prcedures fr submitting discipline referrals, plicies fr apprpriate attire, etc.) Individual demnstrates a pattern f fllwing state, crpratin, and schl plicies and prcedures (e.g. prcedures fr submitting discipline referrals, plicies fr apprpriate attire, etc.) 4 Respect Individual demnstrates a pattern f failing t interact with students, clleagues, parents/guardians, and cmmunity members in a respectful manner Individual demnstrates a pattern f interacting with students, clleagues, parents/guardians, and cmmunity members in a respectful manner

17 Schl Psychlgist Self-Evaluatin Frm Name: Schl: Date: STANDARD 1: Practices that Permeate All Aspects f Service Delivery 1a: Data-Based Decisin Making and Accuntability Based n the rubric, hw wuld yu rate yur level f cmpetency in this dmain? Belw Standard Develping Prficient Please prvide a recent example frm yur practice that demnstrates this level f prfessinal activity. Please rate yur level f desire fr prfessinal develpment in this dmain. Nne 1b. Cnsultatin and Cllabratin Belw Standard Develping Prficient Nne STANDARD 2: Direct and Indirect Services fr Children, Families, and Schls 2a. Interventins and Instructinal Supprt t Develp Academic Skills 2b. Interventins and Mental Health Services t Develp Scial and Life Skills Based n the rubric, hw wuld yu rate yur level f cmpetency in this dmain? Belw Standard Develping Prficient Belw Standard Develping Prficient Please prvide a recent example frm yur practice that demnstrates this level f prfessinal activity. Please rate yur level f desire fr prfessinal develpment in this dmain. Nne Nne

18 2c. Schl-Wide Practices t Prmte Learning 2d. Preventive and Respnsive Services 2e. Family-Schl Cllabratin Services Belw Standard Develping Prficient Belw Standard Develping Prficient Belw Standard Develping Prficient Nne Nne Nne STANDARD 3: Schl Psychlgical Service Delivery 3a. Diversity in Develpment and Learning 3b. Research and Prgram Evaluatin 3c. Legal, Ethical and Prfessinal Practice Based n the rubric, hw wuld yu rate yur level f cmpetency in this dmain? Belw Standard Develping Prficient Belw Standard Develping Prficient Belw Standard Develping Prficient Please prvide a recent example frm yur practice that demnstrates this level f prfessinal activity. Please rate yur level f desire fr prfessinal develpment in this dmain. Nne Nne Nne