1e: Psychologist's plan consists of a Psychologist's plan has a Psychologist has developed a Psychologist's plan is highly Planning strategies to help random collection of unrelated guiding principle and includes a plan that includes the important coherent and preventive and support students in a activities, lacking coherence or number of worthwhile activities, supports for the student in the serves to support students regular education or an overall structure. but some of them don't fit with setting.. individually, within the broader special education setting the broader goals. educational program. to promote student success 1f: Psychologist does not have a Psychologist has a rudimentary Psychologist's plan to review the Psychologist's plan to review the Designs a plan to review plan to review the program or plan to review the psychology program is organized around program is highly sophisticated, student’s academic resists suggestions that such program. clear goals and the collection of with varied sources of evidence progress in the an evaluation is important. evidence to indicate the degree and a clear path toward recommended program. to which the goals have been improving the progress on an met. ongoing basis. Domain 2 for School Psychologists: The Environment COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE Psychologist's interactions with Psychologist's interactions are a Psychologist's interactions with IEP team members seek out the 2a: the IEP team are negative or mix of positive and negative; the the IEP team are positive and Psychologist, reflecting a high Creating an environment of inappropriate and the Psychologist's efforts at respectful; Psychologist actively degree of comfort and trust in the respect and rapport Psychologist does not promote encouraging positive interactions promotes positive interactions. relationship. positive interactions among the among the IEP team are partially other team members successful. 2b: Psychologist makes no attempt Psychologist's attempts to Psychologist promotes a The culture in the school for Establishing a culture to establish a culture for positive promote a culture throughout the culture throughout the school positive mental health among for positive mental mental health in the school as a for positive mental health in the school for positive mental health students and teachers, while health throughout the whole, either among students or school among students and in the school among students guided by the psychologist, is school teachers, or between students teachers. and teachers are partially maintained by both teachers and teachers. successful. and students.
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.
Psychologist%20Rubric%202014-15.docx