Rubric for School Psychologist Evaluation Domain 1 for School Psychologists: Planning and Preparation COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students Psychologist demonstrates little or no knowledge and skill in using psychological instruments to evaluate students. Psychologist uses a limited number of psychological instruments to evaluate students. Psychologist uses a variety of methods to evaluate students and determine accurate results. Psychologist uses a wide range of psychological instruments to evaluate students and knows the proper situations in which each should be used. 1b: Demonstrating knowledge of child and adolescent development and psychopathology Psychologist demonstrates little or no knowledge of child and adolescent development and psychopathology. Psychologist demonstrates partially effective knowledge of child and adolescent development and psychopathology. Psychologist demonstrates thorough knowledge of child and adolescent development and psychopathology. Psychologist demonstrates extensive knowledge of child and adolescent development and psychopathology and knows variations of the typical patterns. 1c: Establishing expectations for the psycho educational supports appropriate to the setting and the students served Psychologist has no clear expectations for the psycho educational supports, or they are inappropriate to either the situation or the age of the students. Psychologist's expectations for the psycho educational l supports are rudimentary and are partially suitable to the situation and the age of the students. Psychologist's expectations for the psycho educational supports are clear and appropriate to the situation in the school and to the age of the students. Psychologist's expectations for the psycho educational support 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. 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district Psychologist demonstrates little or no knowledge of governmental regulations or of resources for students available through the school or district. Psychologist displays awareness of governmental regulations and of resources for students available through the school or district, but no knowledge of resources available more broadly. Psychologist displays awareness of governmental regulations and of resources for students available through the school or district and some familiarity with resources external to the district Psychologist's knowledge of governmental regulations and of resources for students is extensive, including those available through the school or district and in the community.
1e: Planning strategies to help support students in a regular education or special education setting to promote student success Psychologist's plan consists of a random collection of unrelated activities, lacking coherence or an overall structure. Psychologist's plan has a guiding principle and includes a number of worthwhile activities, but some of them don't fit with the broader goals. Psychologist has developed a plan that includes the important supports for the student in the setting.. Psychologist's plan is highly coherent and preventive and serves to support students individually, within the broader educational program. 1f: Designs a plan to review student’s academic progress in the recommended program. Psychologist does not have a plan to review the program or resists suggestions that such an evaluation is important. Psychologist has a rudimentary plan to review the psychology program. Psychologist's plan to review the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. Psychologist's plan to review the program is highly sophisticated, with varied sources of evidence and a clear path toward improving the progress on an ongoing basis. Domain 2 for School Psychologists: The Environment COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE 2a: Creating an environment of respect and rapport Psychologist's interactions with the IEP team are negative or inappropriate and the Psychologist does not promote positive interactions among the other team members Psychologist's interactions are a mix of positive and negative; the Psychologist's efforts at encouraging positive interactions among the IEP team are partially successful. Psychologist's interactions with the IEP team are positive and respectful; Psychologist actively promotes positive interactions. IEP team members seek out the Psychologist, reflecting a high degree of comfort and trust in the relationship. 2b: Establishing a culture for positive mental health throughout the school Psychologist 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. Psychologist's attempts to promote a culture throughout the school for positive mental health in the school among students and teachers are partially successful. Psychologist promotes a culture throughout the school for positive mental health in the school among students and teachers. The culture in the school for positive mental health among students and teachers, while guided by the psychologist, is maintained by both teachers and students.
Domain 3 for School Psychologists: Delivery of Service COMPONENT L E V E L O F P E R F O R M A N C E INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE; 3a: Responding to referrals; consulting with teachers and administrators Psychologist fails to consult with colleagues or to tailor evaluations to 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, tailoring 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: Evaluating student needs in compliance with National Association of School Psychologists (NASP) guidelines Psychologist resists administering evaluations, selects instruments inappropriate to the situation, or does not follow established procedures and guidelines. Psychologist attempts to administer appropriate evaluation instruments to students but does not always follow established time lines and safeguards. Psychologist administers appropriate evaluation instruments to students and ensures that all procedures and safeguards are faithfully adhered to. Psychologist 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. 3c: Case Management School Psychologist declines to assume responsibility of assigned case School Psychologist assumes responsibility of case when directed to do so, preparing adequate lEPs. School Psychologist assumes responsibility of the case as a standard expectation; prepares detailed lEPs. School Psychologist assumes responsibility of the case and takes initiative in assembling materials and resources for meetings. lEPs are prepared in an exemplary manner. 3d: Planning interventions to maximize students' likelihood of success Psychologist fails to plan interventions suitable to students, or interventions are mismatched with the findings of the assessments. Psychologist's plans for students are partially suitable for them or are sporadically aligned with identified needs. Psychologist's plans for students are suitable for them and are aligned with identified needs. Psychologist develops comprehensive plans for students, finding ways to creatively meet student needs and incorporate many related elements.