School Psychologist Rubric Domain 1: Planning and Preparation 1a: Demonstrates knowledge of psychology and skill in using psychological instruments to evaluate students School Psychologist demonstrates Psychologist demonstrates minimal Psychologist demonstrates adequate Psychologist demonstrates deep and little or no knowledge of school knowledge of school psychology knowledge of psychology and/or skills thorough knowledge of school psychology and/or and the and/or skills, and the psychologist s and the psychological evaluation plan psychology uses psychological psychologist s evaluation plans evaluation plan incorporates the use incorporates the use of appropriate instruments to evaluate students and incorporate the use of limited of minimal psychological instruments psychological instruments to evaluate knows the proper situations in which psychological instruments to evaluate to evaluate students. students and determines accurate each should be used. students. diagnoses. 1b: Demonstrates knowledge of child and adolescent development and psychopathology Psychologist plan/log reflects little or Psychologist plan/log reflects partial no knowledge of child and adolescent knowledge of child and adolescent development and psychopathology. development and psychopathology. Psychologist plan/log reflects accurate understanding of thorough knowledge of child and adolescent development and psychopathology. Psychologist demonstrates plan/log reflects deep and thorough knowledge of child and adolescent development and psychopathology; knows variations of the typical patterns. 1c: Establishes goals for the IEP appropriate to the setting and the students served Psychologist does not develop clear Psychologist s goals for the IEP are Psychologist s goals for the IEP are Psychologist s goals for the IEP are goals for the IEP, or they are rudimentary and are partially suitable clear and appropriate to the situation highly effective and personalized to the inappropriate to either the situation to the situation and the age of the in the school and to the age of the situation in the school and to the age of or the age of the students. students. students. the students and have been developed following consultations with students, parents, and colleagues. Board Approved November 16, 2015
1d: Demonstrates knowledge of state and federal regulations and of resources both within and beyond the school and district Psychologist demonstrates little or no Psychologist displays awareness of Psychologist displays awareness of Psychologist s knowledge of knowledge of governmental governmental regulations and of governmental regulations and of governmental regulations and of regulations or of resources for resources for students available resources for students available resources for students is extensive, students available through the school through the school or district, but no through the school or district and some including those available through the or district. knowledge of resources available familiarity with resources external to school or district and in the community. more broadly. the district. 1e: Plans the IEP, integrated with the regular school program, to meet the needs of individual students and including interventions. Psychologist s IEP consists of a Psychologist s IEP has a guiding Psychologist has developed an IEP that Psychologist s IEP is highly coherent with random collection of unrelated principle and includes a number of includes the important aspects of work interventions and serves to support activities, lacking coherence or an worthwhile activities, but some of in the setting. students individually, within the broader overall structure. them don t fit with the broader goals. educational program. 1f: Sets IEP goals and outcomes, and evaluates psychological services provided to students and families. Psychologist fails to set goals and Psychologist inconsistently sets goals Psychologist consistently sets goals and Psychologist s sets seamless goals and outcomes, and has no plan to and outcomes, and has a rudimentary outcomes, and has an organized plan outcomes, and has a highly evaluate his/her work or resists plan to evaluate his/her direct to evaluate his/her direct services to sophisticated plan to evaluate his/her suggestions that such an evaluation is services to students and families. students and families with a collection direct services to students and families important. of evidence to indicate the degree to with a collection of evidence to indicate which the goals have been met. the degree to which the goals have been met and a clear path toward improving services on an ongoing basis. Total Points for Domain 1 Domain 1 Score = Total Points/24
2a: Establishes rapport with students School Psychologist Rubric Domain 2: Classroom Environment Psychologist s interactions with Psychologist s interactions are mostly Psychologist s interactions with Psychologist s interactions with students students are negative or positive; psychologists efforts at students are positive and respectful; are positive and respectful and reflect a inappropriate; students appear developing rapport are partially students appear comfortable in the high degree of comfort and trust in the uncomfortable in the testing area. successful. testing area. relationship. 2b: Promotes a culture for positive mental health throughout their assigned school. Psychologist makes no attempt to Psychologist s attempts to promote a Psychologist promotes a culture The culture in the school for positive establish a culture for positive mental culture throughout the school for throughout the school for positive mental health among students and health in the school as a whole, either positive mental health in the school mental health in the school among teachers, while guided by the among students or teachers, or among students and teachers are students and teachers. psychologist, is maintained by both between students and teachers. partially successful. teachers and students. 2c: Establishes and manages routines and procedures that follow the district referral process and uses time effectively. Psychologist fails to establish routines Psychologist inconsistently follows and procedures, does not follow established routines and procedures, district referral procedures, and sometimes follows district referral exercises poor judgment in setting procedures, and exercises moderate priorities resulting in confusion and judgment in setting priorities resulting often missing deadlines. in sometimes missing deadlines. Psychologist consistently follows established routines and procedures, adheres to district referral procedures, and exercises appropriate judgment in setting priorities resulting in efficiently meeting deadlines; meetings and consultations with parents and administrators are clear to everyone. Psychologist always follows established routines and procedures, consistently adheres to district referral procedures, and exercises exemplary judgment in setting priorities and seamlessly meets deadlines; all aspects of referral and testing protocols are clear to everyone and have been developed in consultation with teachers and administrators.
2d: Establishes standards of conduct in the testing area. 2e: Organizes physical space for testing of students and storage of materials Psychologist has not established Psychologist has established standards Psychologist has established clear Psychologist has established clear standards of conduct, and of conduct in the testing area. standards of conduct in the testing standards of conduct in the testing area. disregards or fails to address Psychologist attempts to monitor and area. Psychologist monitors student Psychologist s monitoring of students is negative student behavior during an correct negative student behavior during behavior against those standards; subtle and preventative, and students evaluation. an evaluation are partially successful. response to students is appropriate engage in self-monitoring of behavior. and respectful. Level of Performance Psychologist s testing area is in Psychologist s testing area completely Psychologist s testing area is well Psychologist s testing area is highly disarray and poorly suited to organized and not suited to student organized and suited to student organized and well suited and inviting to student evaluations; testing evaluations; testing materials are stored evaluations; testing materials are student evaluations; testing materials materials are not stored in a secure in a secure location and are difficult to stored in a secure location and are are stored in a secure location and are location and are difficult to find find when needed. difficult to available when needed. conveniently available when needed. when needed. Total Points for Domain 2 Domain 2 Score = Total Points/20
3a: Responds to referrals; consulting with teachers and administrators. School Psychologist Rubric Domain 3: Instruction/Delivery of Service Psychologist fails to consult with Psychologist consults frequently with colleagues or to tailor evaluations to colleagues, tailoring evaluations to the questions raised in the referral. the questions raised in the referral. Psychologist consults on a sporadic basis with colleagues, making partially successful attempts to tailor evaluations to the questions raised in the referral. Psychologist consults frequently with colleagues, contributing own insights and tailoring evaluations to the questions raised in the referral. 3b: Evaluates student needs in compliance with National Association of School Psychologists (NASP) guidelines. Psychologist resists administering Psychologist attempts to administer Psychologist administers appropriate Psychologist selects, from a broad evaluations, selects instruments appropriate evaluation instruments to evaluation instruments to students repertoire, those assessments that are inappropriate to the situation, or students but does not always follow and ensures that all procedures and most appropriate to the referral does not follow established established time lines and safeguards. safeguards are faithfully adhered to. questions and conducts information procedures and guidelines. sessions with colleagues to ensure that they fully understand and comply with procedural time lines and safeguards. 3c: Chairs evaluation team of students on caseload. When case manager is unavailable, Psychologist declines to assume leadership of the evaluation team. When case manager is unavailable, Psychologist assumes leadership of the evaluation team when directed to do so, preparing adequate IEPs. When case manage is unavailable, Psychologist assumes leadership of the evaluation team as a standard expectation; prepares detailed IEPs. When case manager is unavailable, Psychologist assumes leadership of the evaluation team and takes initiative in assembling materials for meetings. IEPs are prepared in an exemplary manner.
3d: Promotes the use of evidence-based interventions and supports based on student needs. School Psychologist does not attend School Psychologist passively School Psychologist is frequently School Psychologist readily initiates scheduled consultations regarding participates in scheduled consultation involved in scheduled consultations consultations regarding evidencebased evidence-based interventions for regarding evidence-based interventions regarding evidence-based academic, interventions with staff and specific students. for specific students and provides behavioral, and social/emotional families, seamlessly contributes to minimal input. interventions that target the specific effectively meet students needs and needs of students. interacting positively during consultations; actively helps to align interventions with building/district goals. 3e: Maintains contact with physicians and community mental health service providers when necessary and feasible. Psychologist declines to maintain Psychologist maintains occasional Psychologist maintains ongoing Psychologist initiates ongoing contact contact with physicians and contact with physicians and community contact with physicians and with physicians and community mental community mental health service mental health providers when necessary community mental health service health service providers and follows providers when necessary and and feasible. providers when necessary and up, when necessary and feasible. feasible. feasible. 3f: Demonstrates flexibility, adaptability, and responsiveness when working with staff, students and parents. School Psychologist avoids input from School Psychologist responds reluctantly School Psychologist makes changes as School Psychologist readily and staff, students and parents and to staff, student, and parent input and needed in response to staff, student courteously responds to staff, student, adhere to rigid procedure even when may make minor changes in response to and parent input, and demonstrates and parent input and proactively they are proven ineffective students needs. flexibility and adaptability to anticipates students needs. students needs. School Psychologist collaboratively seeks ways to improve the responsiveness of the school-wide environment to students needs. Total Points for Domain 3 Domain 2 Score = Total Points/20
4a: Reflects on professional practice School Psychologist Rubric Domain 4: Professional Responsibilities Psychologist does not reflect on professional practice, or the reflections are inaccurate or selfserving. Psychologist s reflection on professional practice is moderately accurate and objective without citing specific examples of practice and with only general suggestions as to how it might be improved. Psychologist s reflection on professional practice is accurate and objective citing specific examples of practice and with specific suggestions as to how prevention and intervention efforts might be improved. Psychologist s reflection on professional practice is highly insightful and perceptive, citing specific examples and drawing on an extensive repertoire of alternative strategies outlining how prevention and intervention might be improved. 4b: Communicates with families Psychologist makes no attempts to Psychologist s communication with Psychologist consistently Psychologist secures necessary communicate with families and families is partially successful; communicates with families and permissions and skillfully secure necessary permission for permissions are obtained, but there are secures necessary permission for communicates with families in a evaluations or communicates in an occasional insensitivities to cultural and evaluations and consistently does so manner highly sensitive to cultural and insensitive manner. linguistic traditions. in a manner sensitive to cultural and linguistic traditions. Psychologist linguistic traditions. reaches out to families of students to enhance trust. 4c: Maintains accurate records Psychologist s records are in disarray; Psychologist s records are accurate and they may be missing, illegible, or legible and are stored in a secure stored in an insecure location. location, but are occasionally late. Psychologist s records are accurate and legible, well organized, and stored in a secure location, submitted in a timely manner. Psychologist s records are accurate and legible, well organized, and stored in a secure location. They are written to be understandable to another qualified professional, always submitted on time.
4d: Participates in a professional community Psychologist s relationships with Psychologist s relationships with Psychologist relationships with Psychologist relationships with colleagues are colleagues are negative, colleagues are cordial and professional; colleagues are positive, professional positive, professional and productive; and social unprofessional or self-serving; and/or and social worker occasionally and productive; and social worker worker assumes a leadership role in events and social worker avoids being involved in participates in mandatory events and regularly participates in events and projects in schools to which his/her team is events and projects in schools to projects in schools to which his/her projects in schools to which his/her assigned. which his/her team is assigned. team is assigned. team is assigned. 4e: Engages in professional development Psychologist does not participate in Psychologist s participation in Psychologist seeks out opportunities Psychologist actively pursues professional professional development activities professional development activities is for professional development based on development opportunities and makes a even when such activities are clearly limited to those that are convenient or an individual assessment of need. substantial contribution to the profession through needed for the development of are required. such activities as offering workshops to colleagues skills. 4f: Shows professionalism, including integrity and advocacy, and maintains confidentiality. Psychologist displays dishonesty in Psychologist is honest in interactions Psychologist displays high standards of Psychologist can be counted on to hold the interactions with colleagues, with colleagues, students, and families; honesty, integrity, and confidentiality highest standards of honesty, integrity, and students, and families; and violates and does not violate confidentiality. in interactions with colleagues, confidentiality and to advocates for students; principles of confidentiality. students, and the families; advocating taking a leadership role with colleagues. for students when needed. Total Points for Domain 4 Domain 4 Score = Total Points/24 DOMAIN 1 SCORE DOMAIN 2 SCORE DOMAIN 3 SCORE DOMAIN 4 SCORE (add all scores) OBSERVATION SCORE