School Psychologist Benchmarks

Adopted September, 2012

Required Implementation November, 2013



School Psychologist Standard 5 Benchmarks

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.


1. Residency Level:   The school psychologist demonstrates knowledge of:


A. Varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.

B. Common core standards and state assessments.

C. The roles and duties of the school psychologist as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.

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



Residency Level

Professional Level

Career Level

A. Decision-making processes

Implement a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.

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

Influence the policies and procedures for decision-making and problem-solving that permeates all aspects of service delivery across multiple levels.

B. Data driven decision-making

Use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.

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

Influence the policies and procedures for building and district data-driven decision-making.

C. Culturally responsive decision-making

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.

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.

Influence 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.

1. Residency Level:  The school psychologist demonstrates knowledge of:


A. A variety of models, strategies and methods related to consultation, collaboration, and communication applicable to individuals, families, groups, and systems to promote effective implementation of services.

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



Residency Level

Professional Level

Career Level

A. Collaborative processes

Apply a variety of models, strategies and methods related to consultation, collaboration, and communication for individuals, families, and groups.

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

Lead others to implement models, strategies and methods in collaborative consultation activities to promote effective service deliveries school and/ or district wide.

B. Impact of collaboration

Recognize the impact these experiences have on the delivery of services.

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

Assess 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.


1. Residency Level:  The school psychologist demonstrates knowledge of:


A. Influence of biological, cultural, linguistic, and early life experiences on academic skills

B. Human learning, cognitive, and developmental processes

C. Evidence-based curricula, instructional strategies, and differentiation to meet the needs of the learner

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



Residency Level

Professional Level

Career Level

A. Evaluating appropriate assessments

Use a variety of culturally and developmentally appropriate assessment and data-collection methods.

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

Contribute and lead the school team to evaluate assessment and data collection methods to serve the school building and district.

B. Evaluating appropriate collaborative services

Implement and evaluate services that contribute to measurable impact on academic achievement.

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

Lead others to develop a continuum of services and evaluate their effectiveness.

C. Positive impact of services on learning

Access, implement, and assess services at universal, targeted, and intensive levels for positive impact on student learning.

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

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.


1. Residency Level: The school psychologist demonstrates knowledge of:


A. Biological, cultural, developmental, and social influences on behavior and mental health.

B. Behavioral and emotional impacts on learning and life skills.

C. Evidence-based strategies to promote social–emotional functioning and mental health.

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



Residency Level

Professional Level

Career Level

A. Mental health assessments

Use assessment and data-collection methods.

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

Contribute and lead the school teams to evaluate social-emotional, behavioral, and mental health assessments and data collection methods to serve the school building and district.

B. Collaboration with mental health providers

Implement and evaluate services that support socialization, cultural competence, learning, and mental health.

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.

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

C. Mental health services

6. Access, implement, and assess services at universal, targeted, and intensive levels for positive impact on student learning.

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.

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; 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.


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


A. School and systems structure, organization, and theory.

B. General and special education.

C. Technology resources.

D. Equity pedagogy.

E. Evidence-based school practices that promote learning and mental health.

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



Residency Level

Professional Level

Career Level

A. Learning environment

Implement practices and strategies to create and maintain effective and supportive learning environments for children and others.

Find innovative solutions to create and maintain the learning environment through collaboration with other educators; participate in professional learning communities.


Participate in district-level committee work and influence district level decisions through analysis of organization and system structures that create and maintain support learning environments for children and others.

B. Time/service management

Manage time and services effectively.

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

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.

C. Focus on Positive Impact

Plan and measure positive impact on student learning at universal, targeted, and intensive levels.

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.

Advocate for program structures, supports, and parameters that  effectively support students in general and special education at the universal, targeted, and intensive levels.

D. Consulting role

Applies knowledge of specialized instruction to inform multi-disciplinary teams.

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

Guide and provide input to curriculum and other education decisions; consults with leadership to 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.


1.Residency Level:  The school psychologist demonstrates knowledge of:


A. Principles and research related to resilience and risk factors in learning and mental health across cultures.

B. Services in schools and communities to support multi-tiered prevention.

C.. Evidence-based strategies for effective crisis response.


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



Residency Level

Professional Level

Career Level

A. Prevention services

Promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors.

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

Lead review and revision of building and district prevention services.

B. Responsive services

Implement effective crisis preparation, response, and recovery.

Facilitate effective crisis preparation, response, and recovery.

Lead review and revision of crisis preparation and response services.

 
 
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.


1. Residency Level:   The school psychologist demonstrates knowledge of:


A. Principles and research related to family systems inclusive of family,  economic and social strengths and needs, cultural norms, and linguistic development.

B. Evidence-based strategies to support family influences on children’s learning and mental health and can identify and employ strategies to develop successful collaboration models between families and schools.

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



Residency Level

Professional Level

Career Level

A. Family- school partnerships

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.

Facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.

Influence the policies and procedures that facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.

B. Cross-cultural community collaboration

Respond appropriately to culture, linguistic, socio-economic background in family and community collaboration.

Facilitate stakeholders to implement, and evaluate services that respond to culture, linguistic background, and context.

Lead and influences district-wide activities addressing evidence-based strategies to support family influences on children’s learning and mental health and can identify and employ strategies to develop successful collaboration models between families and schools.

 
 
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.


1. Residency Level: The school psychologist demonstrates knowledge of:


A. The diverse nature of characteristics related to individuals’ abilities and disabilities.

B. Principles and research related to culture, linguistic development, context, individual and role differences.

C. Evidence-based strategies designed to enhance services and address potential influences related to diversity.

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



Residency Level

Professional Level

Career Level

A. Culturally responsive services

Provide effective professional services to  meet the diverse characteristics, cultures, and backgrounds of students and families.

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

Lead collegial, building and/or district awareness of effectiveness of services for historically marginalized students and families.

B. Culturally appropriate services

Evaluate and apply research as a foundation for service delivery to meet the diverse needs and backgrounds of students and families.

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

Lead analysis of the effectiveness of services designed to meet the needs of historically marginalized students and families.

C. Advocating for equity

Recognize and advocate for social justice for children, families and schools in  all aspects of service delivery.

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

Facilitate colleagues to reflect on their own practice in equity pedagogy; Provides in-service to colleagues to integrate equity pedagogy throughout system.

 
 
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.


1. Residency Level:  The school psychologist demonstrates knowledge of:


A. Research design, statistics, measurement, varied data collection and analysis techniques.

B. Program evaluation sufficient for understanding research and interpreting data in applied settings.

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



Residency Level

Professional Level

Career Level

A. Data driven program evaluation

Use data and school accountability requirements to identify program and system strengths and needs and to monitor program effectiveness.

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

Lead teams to conduct data-driven program evaluation and planning.

B. Research-driven services

Evaluate and apply research as a foundation for service delivery.

Choose and explain appropriate research applicable to delivery of services.

Conduct, analyze, and communicate building, district, or community research in collaboration with university partners.

C. Data collection systems and analysis

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

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  .

Analyze the 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.


1. Residency Level:  The school psychologist demonstrates knowledge of:


A. The history and foundations of school psychology.

B. Multiple service models and methods.

C. Ethical, legal, and professional standards.

D. The impact of one’s own culture and linguistic background in practice.

E.  State and federal accountability legislation.

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



Residency Level

Professional Level

Career Level

A. Ethical, legal, and professional standards

Provide services consistent with ethical, legal, and professional standards.

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

Lead in the design of curriculum, structures, and policy to assure adherence to ethical and legal standards.

B. Modeling ethical decision-making

Engage in responsive ethical and professional decision-making.

Model responsive ethical and professional decision-making.

Lead others in the practice of responsive ethical and professional decision-making.

C. Professional growth planning

Apply professional work characteristics.

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

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.

 

1. Residency Level:  The school psychologist demonstrates knowledge of:


A. Information sources and technology relevant to their work.

B. Technology resources for children, adolescents, and families  including instructional software and adaptive technology for individuals with disabilities.

C. Ethical, legal and access issues related to the use of technology in order to ensure responsible use.

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



Residency Level

Professional Level

Career Level

A. Information and technology resources

Access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services.

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

Lead others to critically assess the quality of application of technology.

B.  Technology for student learning

Utilize available technologies to improve assessed individual student learning needs.

Candidates seek, use, and evaluate additional technologies; candidates help educators to understand and incorporate available technologies.

Lead others to explore innovative uses of technologies; evaluates= effectiveness; articulate research on innovations.