DOMAIN 3: Ineffective Developing Skilled Accomplished DELIVERY OF SERVICE Psychologist fails to consult with Psychologist consults on a sporadic Psychologist consults frequently with Psychologist consults frequently with colleagues or to tailor evaluations to the basis with colleagues, making colleagues, tailoring evaluations to colleagues, contributing own insights 3a: questions raised in the referral. partially successful attempts to tailor the questions raised in the referral. and tailoring evaluations to the Responding to referrals; evaluations to the questions raised in questions raised in the referral. consulting with teachers the referral. and administrators Psychologist resists administering Psychologist attempts to administer Psychologist administers appropriate Psychologist selects, from a 3b: evaluations, selects instruments appropriate evaluation instruments to evaluation instruments to students repertoire, those assessments that are Evaluating student needs in inappropriate to the situation, or does not students but does not always follow and ensures that all procedures and most appropriate to the referral compliance with National follow established procedures and established time lines and safeguards are faithfully adhered to. questions and conducts information Association of School guidelines. safeguards. sessions with colleagues to ensure that Psychologists (NASP) they understand and comply with guidelines procedural time lines and safeguards. Psychologist declines to assume Psychologist assumes leadership of Psychologist assumes leadership of Psychologist assumes leadership of the leadership of the evaluation team. the evaluation team when directed to the evaluation team as a standard evaluation team and initiative in do so. expectation. assembling materials for meetings. 3c: Chairing evaluation team Psychologist fails to plan Psychologist’s plans for students are Psychologist’s plans for students are Psychologist develops comprehensive interventions suitable to students, or partially suitable for them or are suitable for them and are aligned with plans for students, finding ways to 3d: interventions are mismatched with the sporadically aligned with identified identified needs. creatively meet student needs and Planning interventions to findings of the assessments. incorporate many related elements. maximize students’ likelihood of success Psychologist declines to maintain contact Psychologist maintains occasional Psychologist maintains ongoing Psychologist maintains ongoing contact with physicians and community mental contact with physicians and contact with physicians and with physicians and community mental 3e: health service providers. community mental health service community mental health service health service providers and initiates Maintaining contact with providers. providers. contacts when needed. physicians and community mental health service providers
DOMAIN 3: DELIVERY OF SERVICE Ineffective Developing Skilled Accomplished 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 repertoire, those assessments that are most appropriate to the referral questions and conducts information sessions with colleagues to ensure that they understand and comply with procedural time lines and safeguards. 3c: Chairing evaluation team Psychologist declines to assume leadership of the evaluation team. Psychologist assumes leadership of the evaluation team when directed to do so. Psychologist assumes leadership of the evaluation team as a standard expectation. Psychologist assumes leadership of the evaluation team and initiative in assembling materials for meetings. 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 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. 3e: Maintaining contact with physicians and community mental health service providers Psychologist declines to maintain contact with physicians and community mental health service providers. Psychologist maintains occasional contact with physicians and community mental health service providers. Psychologist maintains ongoing contact with physicians and community mental health service providers. Psychologist maintains ongoing contact with physicians and community mental health service providers and initiates contacts when needed.
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