listen well, participate in listen well, and to some discussions, convey extent, to participate in information, and work discussions, convey together at an individual, information, and work at group, and systems level. individual, groups, and systems levels. Intervention(s) is Intervention(s) is Intervention(s) is not collaboratively developed developed developed in an excellent manner as collaboratively collaboratively Domain 2 Continued: evidenced by a thorough discussion in written Development of reports of intervention(s) collaborative based on individual, group, interventions and systems input, as well as by an excellent *Scores of 2 & 1 knowledge of interventions from NCSP based on direct case study rubric observations and case practice. There are multiple There is evidence that Appropriate data are not sources of data that appropriate data are collected to confirm or reject Domain 2 converge on each collected to confirm or the hypotheses proposed hypothesis reject the proposed Continued: Use of multiple hypotheses. data sources Appropriate data include one or more of the *NCSP following: record review, case study interview, observation, rubric testing, and self report Candidate exhibits report and written reports Candidate’s Candidate’s Domain 3 exceptional knowledge of practice contain important and practice do not show human learning processes, features regarding the need familiarity with or Effective Instruction and assessment techniques, and to provide challenging but appreciation for school Development of direct and indirect services achievable cognitive and psychologists being able to Cognitive/ applicable to the academic goals for all develop challenging but Academic Skills: development of cognitive students; they provide achievable cognitive and and academic skills. information about ways in academic goals for all which students can achieve students. Observations of these goals, and methods to this monitor student progress Other related elements are candidate’s practice as well as toward these goals. missing from the candidate’s his/her written written reports and practice. reports Observations of the practice support candidate’s this conclusion. Domain 3 Candidate is able to The student behavior is The student behavior is Continued: develop challenging but identified as a skill not identified as a skill achievable cognitive and and/or performance and/or performance Achievable academic goals for all deficit deficit cognitive and students; provide academic goals information about ways in
listen well, participate in discussions, convey information, and work together at an individual, group, and systems level. listen well, and to some extent, to participate in discussions, convey information, and work at individual, groups, and systems levels. Domain 2 Continued: Development of collaborative interventions *Scores of 2 & 1 from NCSP case study rubric Intervention(s) is collaboratively developed in an excellent manner as evidenced by a thorough discussion in written reports of intervention(s) based on individual, group, and systems input, as well as by an excellent knowledge of interventions based on direct observations and case practice. Intervention(s) is developed collaboratively Intervention(s) is not developed collaboratively Domain 2 Continued: Use of multiple data sources *NCSP case study rubric There are multiple sources of data that converge on each proposed hypothesis There is evidence that appropriate data are collected to confirm or reject the proposed hypotheses. Appropriate data include one or more of the following: record review, interview, observation, testing, and self report Appropriate data are not collected to confirm or reject the hypotheses Domain 3 Effective Instruction and Development of Cognitive/ Academic Skills: Observations of this candidate’s practice as well as his/her written reports Candidate exhibits exceptional knowledge of human learning processes, assessment techniques, and direct and indirect services applicable to the development of cognitive and academic skills. Candidate’s report and practice contain important features regarding the need to provide challenging but achievable cognitive and academic goals for all students; they provide information about ways in which students can achieve these goals, and methods to monitor student progress toward these goals. Candidate’s written reports and practice do not show familiarity with or appreciation for school psychologists being able to develop challenging but achievable cognitive and academic goals for all students. Other related elements are missing from the candidate’s written reports and practice. Observations of the candidate’s practice support this conclusion. Domain 3 Continued: Achievable cognitive and academic goals Candidate is able to develop challenging but achievable cognitive and academic goals for all students; provide information about ways in The student behavior is identified as a skill and/or performance deficit The student behavior is not identified as a skill and/or performance deficit