team, conducts psycho-educational assessments including a variety of assessments (both formal and informal) according to standards outlined in the Nevada Administrative Code Indicator 2 The school psychologist develops multidisciplinary reports that are comprehensive (ie, include all a suspected disability and Nevada Administrative Code standards), yet understandable Indicator 3 The school psychologist makes eligibility recommendations that are supported by a preponderance of evidence Areas of Strength and Growth for Standard 2 Standard 3: Consultation and Collaboration Indicators Level of Performance and Evidence Indicator 1 The school psychologist participates in team-based planning to develop, review, and design academic or behavioral interventions and collaborates to recommend specific, observable, and measurable goals to evaluate effectiveness Indicator 2 The school psychologist collects and uses assessment data to understand students’ difficulties and to select and implement instructional and/or mental health services Indicator 3 The school psychologist engages in consultation and collaboration at the individual, family, group, and system levels and at various stages of intervention of Strength and Growth for Standard 3 Standard 4: Legal, Ethical, and Professional Practice Indicators Level of Performance and Evidence Indicator 1 The school psychologists respects individuals’ rights to privacy and confidentiality as consistent with Family Educational Rights and Privacy Act (FERPA) Indicator 2 The school psychologist actively seeks and participates in professional development opportunities, reflects critically on own strengths and weaknesses, and identifies professional development needs Indicator 3
team, conducts psycho-educational assessments including a variety of assessments (both formal and informal) according to standards outlined in the Nevada Administrative Code Indicator 2 The school psychologist develops multidisciplinary reports that are comprehensive (ie, include all a suspected disability and Nevada Administrative Code standards), yet understandable Indicator 3 The school psychologist makes eligibility recommendations that are supported by a preponderance of evidence Areas of Strength and Growth for Standard 2 Standard 3: Consultation and Collaboration Indicators Level of Performance and Evidence Indicator 1 The school psychologist participates in team-based planning to develop, review, and design academic or behavioral interventions and collaborates to recommend specific, observable, and measurable goals to evaluate effectiveness Indicator 2 The school psychologist collects and uses assessment data to understand students’ difficulties and to select and implement instructional and/or mental health services Indicator 3 The school psychologist engages in consultation and collaboration at the individual, family, group, and system levels and at various stages of intervention of Strength and Growth for Standard 3 Standard 4: Legal, Ethical, and Professional Practice Indicators Level of Performance and Evidence Indicator 1 The school psychologists respects individuals’ rights to privacy and confidentiality as consistent with Family Educational Rights and Privacy Act (FERPA) Indicator 2 The school psychologist actively seeks and participates in professional development opportunities, reflects critically on own strengths and weaknesses, and identifies professional development needs Indicator 3
1SPsychSelfAssessmentFormrev.docx