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: Psychologist fails to consult Psychologist consults on a Psychologist consults Psychologist consults Responding to referrals; with colleagues or to tailor sporadic basis with colleagues, frequently with colleagues, frequently with colleagues, consulting with teachers tailoring evaluations to the contributing own insights and evaluations to the questions making partially successful and administrators questions raised in the tailoring evaluations to the raised in the referral. attempts to tailor evaluations to referral. questions raised in the referral. the questions raised in the referral. 3b: Psychologist resists Psychologist attempts to Psychologist administers Psychologist selects, from a Evaluating student administering evaluations, administer appropriate appropriate evaluation broad repertoire, those needs in compliance selects instruments evaluation instruments to instruments to students and assessments that are most with National inappropriate to the situation, or students but does not always ensures that all procedures and appropriate to the referral Association of School does not follow established follow established time lines and safeguards are faithfully questions and conducts procedures and guidelines. safeguards. adhered to. information sessions with Psychologists (NASP) guidelines colleagues to ensure that they fully understand and comply with procedural time lines and safeguards. School Psychologist assumes School Psychologist assumes 3c: School Psychologist declines to School Psychologist assumes responsibility of the case as a responsibility of the case and Case Management assume responsibility of responsibility of case when assigned case directed to do so, preparing standard expectation; prepares takes initiative in assembling detailed lEPs. materials and resources for adequate lEPs. meetings. lEPs are prepared in an exemplary manner. 3d: Psychologist fails to plan Psychologist's plans for Psychologist develops Psychologist's plans for students Planning interventions to interventions suitable to students, students are partially suitable are suitable for them and are comprehensive plans for maximize students' or interventions are mismatched for them or are sporadically aligned with identified needs. students, finding ways to likelihood of success with the findings of the aligned with identified needs. creatively meet student needs assessments. and incorporate many related elements.
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.
Psychologist%20Rubric%202014-15.docx