Standard 5 Professional School Psychology (2012)

PROGRAM REVIEW RUBRIC PROFESSIONAL SCHOOL PSYCHOLOGIST STANDARD 5:  KNOWLEDGE AND SKILLS

 

Directions: Under each standard is an individual criterion that needs to be assessed with an unmet, met, or exemplary rating. The overall rating is then a composite of all the criteria in that standard. 

The site visit team will arrive at recommended ratings for the eleven components of Standard 5: 

 

5.A.       Data-based decision making and accountability

5.B.       Consultation and collaboration:

5.C.       Interventions and Instructional Support to Develop Academic Skills

5.D.       Interventions and Mental Health Services to Develop Social and Life Skills

5.E.       School-wide Practices to Promote Learning

5.F.        Prevention and Responsive Services  

5.G.       School Collaboration Services

5.H.       Diversity in Development and Learning

5.I.        Research and Program Evaluation

5.J.        Legal Ethical, and Professional Practice

5.K.       Emerging and Assistive Technologies


Ratings in Standard 5: The indicators in each column are not to be considered a checklist. A site team may use its professional judgment in determining other indicators that illustrate exemplary programs as it is not possible to create a complete list of exemplary indicators.

Exemplary: In judging a standard to be “exemplary,” the site visit team is indicating that the evidence for the first two columns is also apparent. The evidence is: 

  • Both pervasive and consistent, showing that a standard is deeply embedded within the culture of the program. 
  • There are no discernible areas of weakness within a standard, and the evidence may include examples of innovative practices. 

Met:  In judging a standard to be “met” the site visit team is indicating that the evidence is both clear and convincing: the evidence is credible; it bears a clear relationship to the standard being assessed 

  • The evidence is representative of the program (e.g., evidence from an elective course taken by a small minority of candidates would not, by itself, be persuasive) 
  • The evidence comes from multiple sources 
  • Where appropriate, the evidence includes examples of candidate-based and student-based evidence
  • The evidence, taken as a whole, would persuade a reasonable person that the standard is being met.

These criteria do not assume that every element of a standard is present to an equal extent. There may be areas of weakness within a standard that do not preclude an overall rating of “met.” However, those areas of weakness should be identified by the team in the narrative and may also lead to a recommendation. 

Unmet: In judging a standard to be “unmet,” the site visit team is indicating that there is significant doubt that the program meets the specified criteria. 

The evidence may fall short for a number of reasons: 

  • It is not credible; i.e., it does not seem closely related to a standard; 
  • It is sporadic or fragmentary, or may come from a single source;
  • There is no connection between the evidence and a positive impact on the candidates; 
  • Taken as a whole, it would leave significant doubt that a standard is being met.

These criteria do not assume that every element of a standard is absent. There may be isolated “islands of excellence” within a standard that deserve recognition. Those areas of strength should be identified by the team in the narrative. 

Examples of Evidence: Evidence will vary by program, but site teams may expect to see: 

                                                                                                                                                       

  • Portfolios (high, medium, and low examples)    
  • Program evaluations and candidate self-evaluations of professional dispositions
  • Professional Growth Plans
  • Self-assessments/reflections
  • Field evaluations 
  • “Key/signature” assessments  

      

Completed rubrics, scoring guides, and faculty feedback should accompany the above evidence when applicable.­­­­

STANDARD 5.A.  Data-based decision making and accountability:  Certified school psychologists have knowledge of varied models and methods of assessment as part of a systematic process of data-based decision making that permeates every aspect of professional practice.


The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Lead the problem-solving process for multi-disciplinary teams and participates in decision-making that permeates all aspects of service delivery across multiple levels

School psychologists implement services but demonstrate skills insufficient to function effectively in a comprehensive and pervasive approach to problem-solving for data-based decision-making.

School psychologists demonstrate facilitation of the problem-solving process for multi- disciplinary teams and participation in decision-making that permeates all aspects of service delivery; they work with others to turn an existing situation into a comprehensive and pervasive approach specific to the context.

School psychologists demonstrate influence in the policies and procedures for decision-making and problem-solving that permeate all aspects of service delivery across multiple levels.

2.    Lead groups to plan for individual and group interventions based on student data, common core standards, and state assessments.

School psychologists demonstrate limited skill in selecting assessment and data-collection methods.

School psychologists demonstrate facilitation of groups to plan for individual and group interventions based on student data, common core standards, and state assessments.

School psychologists demonstrate influence of the policies and procedures for building and district data-driven decision-making.

3.    Lead groups to integrate knowledge of the impact of family background, cultural and linguistic diversity, early life experiences, and disabilities on learning and performance in order to inform decision making

School psychologists demonstrate limited use of background knowledge to inform decision-making.

School psychologists demonstrate skills to lead groups to integrate knowledge of the impact of family background, cultural and linguistic diversity, early life experiences, and disabilities on learning and performance in order to inform decision making.

School psychologists demonstrate influence of policies, procedures, and practices of colleagues to apply knowledge of the impact of family background, cultural and linguistic diversity, early life experiences, and disabilities on learning and performance in order to inform decision making

STANDARD 5.B.  Consultation and collaboration:  Certified school psychologists have knowledge of behavioral, mental health, collaborative, and other consultation models and methods and of their application to individual and contextual situations; collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.

 The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Effectively facilitate a collaborative consultative approach to ensure effective services at the individual or group level.

School psychologists apply models and strategies but there is limited evidence of facilitation of broad collaboration or consultation

School psychologists demonstrate skills in facilitation of a collaborative and consultative approach to services at the individual and group level.

School psychologists demonstrate leadership in collaboration and consultation on adoption of models at the building or district level.

2.    Assess the positive impact of collaborative consultation activities on the delivery of services.

School psychologists recognize positive impact but there is no evidence of assessment these experiences have on the delivery of services.

School psychologists demonstrate assessment of positive impact of collaborative consultation activities on the delivery of services.

School psychologists demonstrate assessment of the positive impact of collaborative consultation service activities at the school and or district level.


STANDARD 5.C.  Interventions and Instructional Support to Develop Academic Skills:  Certified school psychologists have knowledge of the influence of biological, cultural, linguistic, and early life experiences on academic development and collaborate with others to access, implement, and evaluate services at universal, targeted, and intensive levels using a variety of culturally and developmentally appropriate assessments.

The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Discriminate and choose academic assessment and data-collection methods that are appropriate for the individual

School psychologists demonstrate limited skill in selecting assessment and data-collection methods appropriate for each individual.

School psychologists demonstrate skills in discrimination and choice of academic assessment and data-collection methods that are appropriate for the individual.

School psychologists demonstrate leading a school team to evaluate assessment and data collection methods to serve the range of learners in the school building and district.

2.    Facilitate choosing, access, and evaluation of appropriate services  and resources; collaborate with a variety of service providers that support academic achievement

School psychologists’ practice is limited in scope to Implementation and evaluation of services at the individual student level.

School psychologists demonstrate facilitating choice, access, and evaluation of appropriate services and resources, including collaboration with a variety of service providers that support academic achievement.

School psychologists demonstrate skills in leading others to develop a continuum of services and to evaluate their effectiveness

3.    Facilitate choosing, access, and evaluation of appropriate services  universal, targeted, and intensive levels for positive impact on student learning

School psychologists’ focus and practice is limited to services for individual students.

School psychologists demonstrate facilitating teams to choose, access, and evaluate appropriate services at the universal, targeted, and intensive levels for positive impact on student learning;.

School psychologists lead others to develop a continuum of services at the universal, targeted, and intensive levels for positive impact on student; lead others to evaluate the resources necessary for delivery; evaluate their effectiveness

STANDARD 5.D.  Interventions and Mental Health Services to Develop Social and Life Skills: Certified School Psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; collaborate with others, to develop implement, and evaluate services that support socialization, cultural competence, learning, and mental health for positive impact on student learning.

The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Discriminate and choose social-emotional, behavioral, and mental health assessments and data-collection methods that are appropriate for the individual

School psychologists’ demonstration of skills in behavioral and mental health assessment is either limited in range of methods or done in isolation.

School psychologists demonstrate collaboration in discrimination and choice of social-emotional, behavioral, and mental health assessments and data-collection methods that are appropriate for the individual.

School psychologists contribute to and lead the school team to evaluate social-emotional, behavioral, and mental health assessments and data collection methods to serve the school and district.

2.    Facilitate choosing, access, and evaluation of appropriate social-emotional, behavioral, and mental health services and resources; collaborate with a variety of service providers that support socialization, cultural competence, learning, and mental health.

School psychologists’ practice and demonstration of skills shows limited collaboration with agencies or other service providers.

School psychologists facilitate teams to choose, access, and evaluate social-emotional, behavioral, and mental health services and resources; collaborate with a variety of service providers that support socialization, cultural competence, learning, and mental health.

School psychologists lead others to develop a continuum of social-emotional, behavioral, and mental health services and evaluate their effectiveness.

3.    Facilitate choosing, access, and evaluation of appropriate social-emotional, behavioral, and mental health services  universal, targeted, and intensive levels for positive impact on student learning

School psychologists access, implement, and assess identified services.

School psychologists facilitate teams to choose, access, and evaluate social-emotional, behavioral, and mental health services at universal, targeted, and intensive levels for positive impact on student learning.

School psychologists lead others to develop a continuum of social-emotional, behavioral, and mental health services at the universal, targeted, and intensive levels for positive impact on student; they lead others to evaluate the resources necessary for delivery; evaluate their effectiveness.

STANDARD 5.E.  School-wide Practices to Promote Learning   Certified school psychologists have knowledge of general and special education, evidence-based practices, and equity pedagogy that responds to the needs of the learners; demonstrate skills to manage time effectively; respond to the learning needs of the individual students, and plan and measure positive impact on student learning

The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Find innovative solutions to create and maintain the learning environment and participate in professional learning communities.

School psychologists develop and implement practices and strategies in isolation.

Candidates demonstrate collaboration to find innovative solutions to affecting the learning environments for children and others; they participate in professional learning communities or in other collaborative efforts with educators.

School psychologists show evidence of participation in district-level committee work and influence of district level decisions that includes analysis of organization and system structures.

2.    Review and revise systems of time and service management to better serve students and families.

Candidates struggle with time and service management to effectively serve all students.

Candidates review and evaluate their systems of time management and management of services; candidates set up systems to monitor and revise for ongoing improvement and service effectiveness for students.

Candidates demonstrate skills to lead others to evaluate data on time and service delivery and to and revise building and district policies and procedures for effective management school psychologist work.

3.    Explain decisions, parameters, and laws to staff and families regarding general and special education and student learning needs that affect positive impact on student learning.

Little evidence of candidate communication ­­with staff and families regarding laws, decisions, parameters, positive impact on student learning.

School psychologists demonstrate skill in communications with staff and families on decisions, parameters, and laws regarding general and special education and student learning needs and impact on student learning.

School psychologists demonstrate advocacy for program structures, supports, and parameters to support students in general and special education using data on impact on student learning.

4.    Broaden knowledge and specializes in areas of evidence-based practice; Consults with multidisciplinary teams.

Little evidence that School psychologists
challenge themselves to broaden skills or develop areas of specialization.

School psychologists’ professional growth shows evidence of both broadening of skills and specialization.

School psychologists provide input to curriculum and other education decisions; they provide analysis of system-wide variables affecting learning and mental health.

STANDARD 5.F.  Prevention and Responsive Services   Certified school psychologists have knowledge of principles of resilience and risk factors and demonstrate skills in multi-tiered delivery of services that respond to crisis and promote learning and mental health across cultures.

 The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Facilitate effective choice, application, and assessment of prevention services

School psychologists practice is isolated or limited in preventive services.

School psychologists demonstrate facilitation of teams in choice, application, and assessment of prevention services.

School psychologists lead others to review and revise building and district prevention services.

2.    Facilitate effective crisis preparation, response, and recovery

School psychologists work in crisis response and recovery is isolated and/or lacks preparation.

School psychologists demonstrate collaboration in implementing effective crisis preparation, response, and recovery.

School psychologists lead the review and revision of crisis preparation and response


STANDARD 5.G. School Collaboration Services Certified school psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery; facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social-behavior outcomes for children.

The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Work effectively as a team member in daily practice to facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children

Collaboration does not include systemic structures for ongoing interactions.

School psychologists facilitate systems for collaboration across educator roles, with families, with other support professionals, and agencies for enhancement of academic and social–behavioral outcomes for children.

School psychologists influence the policies and procedures that facilitate family and school partnerships and interactions with community agencies.

School psychologists influence analysis and structures of effective assignment of health service professionals.

2.    Lead groups that design, implement, and evaluate services that respond to culture, linguistic background, and context

School psychologists access services in response to individuals’ backgrounds but have little influence on groups.

School psychologists demonstrate the skills to facilitate a variety of stakeholder input on design, implementation, and evaluation of services that respond to culture, linguistic background, and context and to build school-family relationships.

School psychologists lead and influence district-wide activities and services that respond to culture, linguistic background, and context.

STANDARD 5.H.  Diversity in Development and Learning: Certified school psychologists have knowledge of the principles and research related to culture, linguistic development, context, individual and role differences; work collaboratively to provide professional services that respond to the diverse needs of individuals and families; advocate for social justice and equity pedagogy.

 The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Facilitate culturally competent and responsive services to meet the diverse needs of students and families

School psychologists provide identified professional services to  meet the diverse backgrounds of students and families

School psychologists facilitate groups to choose and implement culturally competent and responsive services to meet the diverse needs of students and families.

School psychologists lead collegial, building and/or district awareness of effectiveness of services to meet the diverse needs of students and families.

2.    Facilitate the evaluation and choice of research-based services to meet the needs of historically marginalized students and families

School psychologists apply research-based practices but have little opportunity or influence on groups to evaluate and choose.

School psychologists facilitate groups to evaluate and choose research-based services to meet the needs of historically marginalized students and families.

School psychologists lead district-wide analysis of the effectiveness of services designed to meet the needs of historically marginalized students and families.

3.    Model advocacy for social justice to influence equity pedagogy and delivery of services.

School psychologists recognize, understand and respect the importance of advocacy for social justice but there is no influence on group activities.

School psychologists Model advocacy for social justice; they influence equity pedagogy and delivery of services through reflection on practices and attention to social justice issues with colleagues.

School psychologists facilitate activities and/or professional development where colleagues reflect on their own practice in equity pedagogy.

STANDARD 5.I.  Research and Program Evaluation: Certified school psychologists have knowledge of research, statistics, and evaluation methods; evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services at individual, group, and systems levels.

The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Facilitate teams to understand data and school accountability requirements to monitor program effectiveness

School psychologists use data and school accountability requirements in isolated practice.

School psychologists facilitate teams to understand data and school accountability requirements to monitor program effectiveness.

School psychologists lead teams to conduct data-driven program evaluation and planning.

2.    Choose and explain appropriate research applicable to delivery of services

School psychologists apply research in individual practice.

School psychologists explain appropriate research applicable to delivery of services with other educators.

School psychologists engage in collaborative research with university and/or agency partners.

3.    Facilitate teams to choose and apply various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels

School psychologists apply techniques and technology resources for data collection, measurement, and analysis with limited connection to school-wide practices.

School psychologists facilitate teams to choose and apply techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.

School psychologists analyze and influence the system-wide choices and applications of techniques and technology resources for data collection, measurement, and analysis.


STANDARD 5.J. Legal Ethical, and Professional Practice: Certified school psychologists have knowledge of the history and foundations of their profession; of multiple service models and methods; of ethical, professional, and legal standards, including the Washington Administrative Code and federal and state accountability legislation; practice in ways that are consistent with applicable standards; engage in responsive ethical and professional decision-making; and apply professional work characteristics.

The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Collaborate with others to assure adherence to ethical and legal standards in school services

School psychologists’ provision of services focuses on individual consistency with ethical, legal, and professional standards.

School psychologists consult and collaborate as needed on review of services focused on adherence to ethical and legal standards.

School psychologists lead in the design or review of curriculum, structures, and/or policy to assure adherence to ethical and legal standards

2.    Model responsive ethical and professional decision-making

School psychologists’ work in responsive ethical and professional decision-making is largely unknown to colleagues in the building and/or district.

School psychologists explicitly model and reflect upon responsive ethical and professional decision-making for family, student, or collegial learning.

School psychologists lead others to recognize, understand, and practice responsive ethical and professional decision-making.

3.    Engage in professional growth planning as a habit of practice, accessing the expertise of peers and professional associations

School psychologists apply professional work characteristics as expected in their role.

School psychologists demonstrate engagement in professional growth planning as a habit of practice, accessing the expertise of peers and professional associations.

School psychologists lead others to build systems of professional learning.


STANDARD 5.K.  Emerging and Assistive Technologies: Certified school psychologists have knowledge of and access, implement, and evaluate technology relevant to their work and to the instructional needs of individuals with disabilities.

The school psychologist, in collaboration with others, demonstrates the skills to:

Criteria

Unmet

Met

Exemplary

1.    Facilitate teams to effectively access, evaluate, and utilize information and technology resources

School psychologists follow district guidelines for use of technology that safeguards and enhances the quality of services.

School psychologists facilitate teams to effectively access, evaluate, and utilize information and technology resources.

School psychologists lead others to critically assess the quality of application of technology.

2.    Seek, use, and evaluate additional technologies; candidates help educators to understand and incorporate available technologies

School psychologists utilize the technologies that are available.

School psychologists seek, use, and evaluate additional technologies and help educators to understand and incorporate available them into student services.

School psychologists lead others to explore innovative uses of technologies; they evaluate the effectiveness and articulate research on innovations to enhance student learning.