Bremen HS District #228 1
Psychologist Rubric 2014 - Draft
School Psychologist Framework for Professional Practice - Evidence of Performance with Critical Attributes
DOMAIN 1: PLANNING AND PREPARATION
Performance Levels
Component 1a: Demonstrating knowledge and skill in using psychological instruments to evaluate students
Unsatisfactory
Needs Improvement
Proficient
Excellent
Psychologist demonstrates little
or no knowledge and skill in using
psychological instruments to
evaluate students.
Psychologist uses a limited number
of psychological instruments to
evaluate students.
Psychologist uses 5–8 psychological
instruments to evaluate students
and determine accurate diagnoses.
Psychologist uses a wide range of
psychological instruments to evaluate
students and knows the proper
situations in which each should be
used.
Critical Attributes
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Uses incorrect or
inappropriate data sources.
Demonstrates no
knowledge of test purpose,
ages assessed, and
administration technique.
Uses inappropriate or
outdated instruments to
evaluate educational needs,
interventions, and progress.
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Relies on limited data
sources.
Demonstrates limited
knowledge of test purpose,
ages assessed, and
administration technique.
Suggests inappropriate
instruments to evaluate
educational needs,
interventions, and progress.
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Relies on a breadth of data
sources.
Demonstrates knowledge of
test purpose, ages assessed,
and administration technique.
Accurately selects this
information to suggest
appropriate instruments that
evaluate educational needs,
interventions, and progress.
Sample Artifacts:
 Case study psychological evaluation/report
 Narrative of how we explain the evaluations or other data to those participating at an IEP meeting
 RtI planning
 Use of psych test
 Planning Conference Questions #2, 6 and 9
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Relies on a breadth of data
sources.
Accurately selects information to
make specific recommendations
for effective instruments that
evaluate educational needs,
interventions, and progress.
Selects evaluation instruments
based on specific student needs.
Bremen HS District #228 2
Psychologist Rubric 2014 - Draft
Performance Levels
Component 1b: Demonstrating knowledge of child and adolescent development and psychopathology
Unsatisfactory
Needs Improvement
Psychologist demonstrates little
or no knowledge of child and
adolescent development and
psychopathology.
Psychologist demonstrates basic
knowledge of child and
adolescent development and
psychopathology.
Critical Attributes
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
School Psychologist is
insensitive or unaware of
the unique characteristics
of the population.
School Psychologist makes
assumptions or
designations of
students/families with
limited information.
School Psychologist
grouping and placement
of students to provide
services is inappropriate
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School Psychologist does
not share this knowledge
with colleagues through
collaboration or trainings.
School Psychologist allows
inappropriate assumptions
or designations of
students/families to occur
in the school setting.
School Psychologist
inconsistently groups
students or provides
services based on their
needs and characteristics.
Sample Artifacts:
 BIP’s case study psychological evaluation/report
 Training of staff – agendas, notes and sign-in sheets
 IEP meetings and assessments
 Planning Conference Questions #1, 8 and 9
Proficient
Psychologist demonstrates
thorough knowledge of child and
adolescent development and
psychopathology.
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School Psychologist remains
current with the latest
research in the field via DSM
updates, research articles,
attending conferences.
School Psychologist applies
and shares the most current
knowledge with staff or
colleagues.
Students are grouped for
services with consideration
given to their developmental
level, learning style,
disabilities, and background.
Excellent
Psychologist demonstrates extensive
knowledge of child and adolescent
development and psychopathology and
knows variations of the typical patterns.
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School Psychologist remains current
with the latest research in the field
regarding characteristics of
students/families.
School Psychologist formally presents
the latest research or information
about student/family characteristics to
staff or colleagues.
School Psychologist consistently gives
consideration to the unique
characteristics of students when they
are grouped or services are provided
and this is monitored throughout the
school year.
Bremen HS District #228 3
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 1c:Establishing goals for the psychology program appropriate to the setting and the students served
Unsatisfactory
Psychologist has no clear goals
for the psychology program, or
they are inappropriate to either
the situation or the age of the
students.
 Goals are not appropriately
aligned to meet the needs of
the student population.
 School Psychologist does not
collaborate with school or
district colleagues in order to
develop goals for direct
services.
 IEP goals for direct social
work/psychology services
are generic and not
observable or measureable.
 Grouping and placement of
students to provide services
is inappropriate by not giving
consideration to their unique
needs.
Needs Improvement
Psychologist’s goals for the
treatment program are
rudimentary and are partially
suitable to the situation and the
age of the students.
 Goals are not always
appropriately aligned to meet the
needs of the student population.
 School Psychologist inconsistently
collaborates with school or
district colleagues in order to
develop goals for direct services.
 IEP goals for direct social
work/psychology services are
sometimes specific, observable,
and measurable.
 School Psychologist inconsistently
groups students based on their
needs and characteristics.
Sample Artifacts:
 Accommodated profile for case study psychologist reports
 IEP’s
 RtI intervention
 Planned follow-up
 Student referrals to outside agency
 PALS work
 Planning Conference Questions #2 and 9
Proficient
Psychologist’s goals for the
treatment program are clear and
appropriate to the situation in the
school and to the age of the
students.
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Goals are consistently aligned to
meet the needs of the student
population.
School Psychologist makes an
effort to collaborate with school
or district colleagues in order to
develop goals for direct services.
IEP goals for direct social
work/psychology services are
specific to the needs of students
and are observable and
measurable.
Students are grouped with
consideration given to their
unique needs and
characteristics.
Excellent
Psychologist’s goals for the treatment
program are highly appropriate to the
situation in the school and to the age of
the students and have been developed
following consultations with students,
parents, and colleagues.
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School Psychologist initiates and
takes responsibility for meeting the
needs of the student population
through appropriately aligned goals.
School Psychologist conducts a needs
inventory or consult with staff/
administration in order to develop
school-wide goals for psychology
services.
IEP goals for direct social
work/psychology services are
specific, observable, and
measurable.
Consideration is consistently given to
the unique needs and characteristics
of students when they are grouped
for direct service.
Bremen HS District #228 4
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district
Unsatisfactory
Needs Improvement
Psychologist demonstrates little
or no knowledge of
governmental regulations or of
resources for students available
through the school or district.
Psychologist displays awareness of
governmental regulations and of
resources for students available
through the school or district, but
no knowledge of resources
available more broadly.
 The School Psychologist has
little or no knowledge of
governmental regulations
 The School Psychologist uses
only school or districtprovided materials, even
when more variety would
assist some students.
 The School Psychologist does
not seek out resources
available to expand his/her
own skill.
 Although the School
Psychologist is aware of some
student needs, he/she does
not inquire about possible
resources
 The School Psychologist is aware
of governmental regulations
 The School Psychologist uses
materials within the school or
district but does not search
beyond the school or district for
resources.
 The School Psychologist
participates in workshops offered
by the school and district but
does not pursue other
professional development.
 The School Psychologist locates
materials and resources for
students that are available
through the school and district
but does not pursue any other
avenues.
Proficient
Psychologist displays awareness of
governmental regulations and of
resources for students available
through the school or district and
some familiarity with resources
external to the district.
 The School Psychologist is aware of
governmental regulations
 Resources are at varied levels.
 Resources are supplemented by
guest speakers and field
experiences.
 The School Psychologist facilitates
the use of Internet resources.
 Resources are multidisciplinary.
 The School Psychologist expands
his/her knowledge through
professional learning groups and
organizations.
 The School Psychologist pursues
options offered by universities.
 The School Psychologist provides
lists of resources outside the school
for students to draw on.
Excellent
Psychologist’s knowledge of
governmental regulations and of
resources for students is extensive,
including those available through the
school or district and in the
community.
 The School Psychologist’s
knowledge of governmental
regulations is extensive.
 Resources are matched to student
skill level.
 The School Psychologist has ongoing
relationships with colleges and
universities that support student
articulation.
 The School Psychologist maintains a
log of resources for student
reference.
 The School Psychologist pursues
apprenticeships to increase
discipline knowledge.
 The School Psychologist facilitates
student contact with resources
outside the school.
Sample Artifacts:
 Completion of SSI paperwork (social security) eligibility timelines
 Dissemination/organizations and collection of appropriate materials for programming for individualized students (i.e. resource packets)
 Jobs 2l Department Rehabilitation Service
 ACT paperwork; PowerSchool (EPAS, historical grades, current grades)
 Emails to parents or staff
 Workshops; Professional Development; CEU’s
 Planning Conference Questions #3 and 9
Bremen HS District #228 5
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 1e: Planning the psychology program, integrated with the regular school program, to meet the needs of individual students and including
prevention
Unsatisfactory
Needs Improvement
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 aspects of work
in the setting.
 Guiding principle(s) exist for the
school psychology program
 Learning activities are
moderately challenging.
 Learning resources are suitable,
but there is limited variety.
 Instructional groups are random,
or they only partially support the
goals of the school psychology
program.
 Learning activities are uneven or
don’t fit with broader goals.
 There is minimal integration with
the regular school program
 Plan exists that includes important
aspects of the school psychology
program.
 Learning activities are matched to the
goals of the school psychology
program.
 Learning activities provide opportunity
for higher-level thinking and planning
 Instructional student groups are
organized thoughtfully to maximize
learning and build on students’
strengths.
 The plan for the school psychology
program is well structured, with
reasonable time allocations.
 There is some integration with the
regular school program.
 There is no evidence of a plan for
the school psychology program
 Learning activities are unrelated
and/or not well aligned to the
goals of the school psychology
program.
 Materials are not engaging or do
not meet the goals of the school
psychology program
 Instructional groups do not
support learning.
 Plans are not structured or
sequenced and are unrealistic in
their expectations.
 There is no integration with the
regular school program.
Sample Artifacts:
 PPS team
 Sophomore Assistance Program
 PALS/HAWKS/PRIDE follow-up, notes, groups
 Summary of student types in group session
 Copies of emails sent to teachers in group purpose
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Proficient
Outlook calendar
Invitation to staff and parents
Purpose of group for individual students
Summary notes from RtI meeting
Permission slips
Excellent
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Psychologist’s plan is highly
coherent and preventive and
serves to support students
individually, within the broader
educational program.
 Plan supports students
individually and in groups
 Learning activities permit
student choice.
 Learning experiences and
activities connect to the broader
educational program.
 The plan for the school
psychology program
differentiates for individual
student needs.
 There is full integration with the
regular school program.
N S-lead to group work
Lessons (group)
Development of RtI teams
Planning Conference Questions #3, 4, 6 and 9
Bremen HS District #228 6
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 1f: Developing a plan to evaluate the psychology program
Unsatisfactory
Needs Improvement
Proficient
Excellent
Psychologist has no plan to evaluate
the program or resists suggestions
that such an evaluation is important.
Psychologist has a rudimentary plan
to evaluate the psychology program.
Psychologist’s plan to evaluate 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 evaluation plan is
highly sophisticated, with
imaginative sources of evidence
and a clear path toward improving
the program on an ongoing basis.
Counselor
 Assessments lack criteria.
 No evaluation plans for the
program have been designed.
 School Psychologist resists
suggestion to develop evaluation
plans for the counseling program
Counselor
 A limited evaluation plan exists.
 Only some of the instructional
outcomes for the school psychology
program are addressed in the
planned assessments.
 Evaluation criteria for the program
are vague.
Counselor
 An evidence-based evaluation
plan exists
 All the learning outcomes for the
school psychology program have
a method for assessment and
evaluation.
 Evaluation results match learning
expectations.
 Evaluation plans indicate
modified assessments when they
are necessary for some students.
 Evaluation plan criteria are clearly
written.
Counselor
 A sophisticated evaluation plan
exists and includes imaginative
sources of evidence.
 Assessments included in the
evaluation plan provide
opportunities for student choice.
 School Psychologist-designed
evaluation plans and assessments
are authentic, with real-world
application as appropriate.
 Evaluation results indicate a path
toward improving the program on
an ongoing basis.
Sample Artifacts:
 LEA bi-monthly Special Education Meetings
 CPDU’s
 South Suburban Psych Meeting
 District Psych Meeting
 ISPA
 Summary notes
 Contributions to the meetings
 Special education team meetings
 Planning Conference Questions #7 and 9
Bremen HS District #228 7
Psychologist Rubric 2014 - Draft
DOMAIN 2: THE ENVIRONMENT
Performance Levels
2a: Establishing rapport with students
Unsatisfactory
Psychologist’s interactions with
students are negative or
inappropriate; students appear
uncomfortable in the testing
center.
Critical Attributes

The School Psychologist is
disrespectful toward students or
insensitive to students’ ages,
cultural backgrounds, and
developmental levels.
 Student body language indicates
feelings of hurt, discomfort, or
insecurity.
 The School Psychologist displays
no familiarity with, or caring
about, individual students.
 The School Psychologist disregards
disrespectful interactions among
students.
Sample Artifacts:
 Student/Parent emails
 Case notes
 Narratives
 Log entries
 Planning Conference Questions #5 and 8
Needs Improvement
Psychologist’s interactions are a mix
of positive and negative; the
psychologist’s efforts at developing
rapport are partially successful.
 The quality of interactions between
School Psychologist and students, or
among students, is uneven, with
occasional disrespect or insensitivity.
 The School Psychologist attempts to
respond to disrespectful behavior
among students, with uneven results.
 The School Psychologist attempts to
make connections with individual
students, but student reactions
indicate that these attempts are not
entirely successful.
Proficient
Psychologist’s interactions with
students are positive and
respectful; students appear
comfortable in the testing center.
 Talk between School Psychologist
and students and among students
is uniformly respectful.
 The School Psychologist
successfully responds to
disrespectful behavior among
students.
 Students participate willingly, but
may be somewhat hesitant to
offer their ideas in front of
classmates.
 The School Psychologist makes
general connections with
individual students.
 Students exhibit respect for the
School Psychologist.
Excellent
Students seek out the psychologist,
reflecting a high degree of comfort
and trust in the relationship.
 The School Psychologist
demonstrates knowledge and
caring about individual students’
lives beyond the class and school.
 Students seek out the School
Psychologist.
 There is no disrespectful behavior
among students.
 When necessary, students
respectfully correct one another.
 Students participate without fear
of put-downs or ridicule from
either the School Psychologist or
other students.
 The School Psychologist respects
and encourages students' efforts.
Bremen HS District #228 8
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 2b: Establishing a culture for positive mental health throughout the school
Unsatisfactory
Needs Improvement
Proficient
Excellent
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.
 School Psychologist is disengaged
from and has limited knowledge of
the culture and climate of the
school.
 School Psychologist inconsistently
participates in school-wide
committees, leadership teams, or
problem-solving teams.
 School Psychologist has limited
participation in or demonstrates
limited knowledge of the planning
and/or implementation of Tier 1
social/emotional and behavioral
supports and interventions.
 School Psychologist is aware of
and actively makes attempts to
enhance the culture and climate
of the school.
 School Psychologist participates
in school-wide committees,
leadership teams, or problemsolving teams.
 School Psychologist is involved in
and demonstrates knowledge of
the planning and
implementation of Tier 1
social/emotional and behavioral
interventions.
 School Psychologist is invested in
establishing a positive culture and
climate throughout the school.
 School Psychologist assumes a
leadership role in school- wide
committees, leadership teams, or
problem-solving teams.
 School Psychologist is actively
involved in and demonstrates a
vast knowledge of the planning
and implementation of Tier 1
social/emotional and behavioral
interventions.
 School Psychologist assists in the
development and/or
implementation of a needs
assessment in order to determine
which areas of climate and culture
need support.
 School Psychologist neither is
unaware of nor invested in the
culture and climate of the school.
 School Psychologist does not
participate in school-wide
committees, leadership teams, or
problem-solving teams.
 School Psychologist does not
participate in nor have
knowledge of the planning
and/or implementation of Tier 1
social/emotional and behavioral
supports and interventions.
Sample Artifacts:
 Training/Workshops
 SIP
 Institute presentations
 Planning Conference Question #8
Bremen HS District #228 9
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 2c: Establishing and maintaining clear procedures for referrals
Unsatisfactory
No procedures for referrals have
been established; when teachers
want to refer a student for special
services, they are not sure how to
go about it.
 School Psychologist frequently
leaves confidential materials in
view of others and does not take
proper measures to dispose of
confidential materials.
 Materials are lost, misplaced, or
unsecured.
 School Psychologist does not
respect copyright laws pertaining
to assessment materials.
 District procedures for
maintaining student
files/protocols are not followed.
 Timelines are regularly not met by
School Psychologist.
Sample Artifacts:
 Easy IEP initial documents
 RtI forms
 Any procedures set up by administration
 PPS referral form
Needs Improvement
Psychologist has established
procedures for referrals, but the
details are not always clear.
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School Psychologist occasionally
leaves confidential materials in
view of others and improperly
disposes of confidential materials.
Materials are not easily accessible
and not always secured.
School Psychologist inconsistently
adheres to copyright laws that
pertain to assessment materials.
District procedures for
maintaining student files/
protocols are followed
inconsistently.
Timelines are occasionally not met
by School Psychologist
Proficient
Excellent
Procedures for referrals and for
meetings and consultations with
parents and administrators are clear
to everyone.
Procedures for all aspects of referral
and testing protocols are clear to
everyone and have been developed
in consultation with teachers and
administrators.
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Confidential materials are
appropriately stored and disposed
of properly (e.g., shredding).
Materials are readily available and
secured.
Copyright laws pertaining to
assessment instruments and
protocols are respected.
District procedures for
maintaining student
files/protocols are followed.
Timelines are met by School
Psychologist.
 Specific protocols of practice are
used to ensure that materials are
kept confidential and disposed of
properly.
 Materials are readily available and
consistently secured.
 Copyright laws pertaining to
assessment instruments and
protocols are consistently
respected.
 District procedures for maintaining
student files/protocols are
consistently followed.
 School Psychologist coordinates
team efforts to meet special
education timelines.
Bremen HS District #228 10
Psychologist Rubric 2014 - Draft
Performance Levels
Component 2d: Establishing standards of conduct in the testing center
Unsatisfactory
Needs Improvement
Proficient
No standards of conduct have
been established, and
psychologist disregards or fails
to address negative student
behavior during an evaluation.
Standards of conduct appear to have
been established in the testing center.
Psychologist’s attempts to monitor
and correct negative student behavior
during an evaluation are partially
successful.
Standards of conduct have been
established in the testing center.
Psychologist monitors student
behavior against those standards;
response to students is appropriate
and respectful.
Critical Attributes
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No apparent standards of
conduct are in place.
School Psychologist does
not monitor student
behavior.
School Psychologist's
response to misbehavior is
ineffective.
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Standards of conduct are not
evident.
Student behavior is generally
inappropriate.
School Psychologist inconsistently
monitors student behavior.
School Psychologist's response to
misbehavior is inconsistent.
Sample Artifacts:
 Narrative on how we test students and establish rapport
 Notification to others when testing
 Planning Conference Questions #5 and 8
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Standards of conduct are
established.
Student behavior is generally
appropriate.
School Psychologist frequently
monitors student behavior.
School Psychologist's response
to misbehavior is effective.
Excellent
Standards of conduct have been
established in the testing center.
Psychologist’s monitoring of
students is subtle and preventive,
and students engage in selfmonitoring of behavior.
 Based on standards of conduct
established, students
independently use appropriate
social communication strategies in
therapy session.
 Students respectfully intervene
with peers at appropriate moments
to ensure compliance with
standards of conduct.
 Student behavior is appropriate;
any misbehavior is handled on an
individualized basis.
Bremen HS District #228 11
Psychologist Rubric 2014 - Draft
Performance Levels
2e: Organizing physical space for testing of students and storage of materials
Unsatisfactory
Needs Improvement
Proficient
Excellent
The testing center is disorganized
and poorly suited to student
evaluations. Materials are not
stored in a secure location and are
difficult to find when needed.
Materials in the testing center are
stored securely, but the center is
not completely well organized, and
materials are difficult to find when
needed.
The testing center is well
organized; materials are stored in a
secure location and are available
when needed.
The testing center is highly organized
and is inviting to students. Materials
are stored in a secure location and are
convenient when needed.
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Critical Attributes
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There are physical hazards in
the office, testing area, or
classroom, endangering
student safety.
The physical environment of
the office, testing area, or
classroom is in disarray or
inappropriate to the planned
activities.
Available technology is not
being used even if it is
available and its use would
enhance the lesson or activity
Confidential documents are
not maintained securely.
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The physical environment in
the office, testing area, or
classroom is safe but limited in
scope for the planned
activities.
The physical environment is
not an impediment to learning
but does not enhance it.
The School Psychologist makes
limited use of available
technology and other resources
Confidential documents are
maintained securely.
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The office, testing area, or
classroom is safe, and
appropriate for the planned
activities
The office, testing area, or
classroom is arranged to
support the school psychology
program’s goals and learning
activities.
The School Psychologist makes
appropriate use of available
technology.
Confidential documents are
arranged and maintained
securely.
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Sample Artifacts:
 Narrative on protocols, room set-up and storage
 Planning Conference Question #5
 Reflection Conference Question #3
Modifications are made to the
physical environment of the office,
testing area, or classroom to
accommodate students with
special needs.
There is total alignment between
the learning activities and the
physical environment of the office,
testing area, or classroom.
Students take the initiative to
adjust the physical environment of
the office, testing area, or
classroom, or they have
contributed ideas to the physical
arrangement.
The School Psychologist and
students make extensive and
imaginative use of available
technology.
Confidential documents are
arranged and maintained securely.
Bremen HS District #228 12
Psychologist Rubric 2014 - Draft
DOMAIN 3: DELIVERY OF SERVICE
Critical Attributes
Performance Levels
Component 3a: Responding to referrals; consulting with teachers and administrators
Unsatisfactory
Psychologist fails to consult
with colleagues or to tailor
evaluations to the questions
raised in the referral.
 Knowledge of students'
needs and interests does
not drive
recommendations.
 Has very limited approaches
within his/her repertoire to
address the diverse needs
of students.
 During unexpected
situations, School
Psychologist does not assist.
Needs Improvement
Proficient
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.
 Knowledge of students' needs
and interests does not drive
recommendations; rather,
School Psychologist adheres to a
predetermined approach.
 Has limited approaches within
his/her repertoire to address
diverse needs of students.
 During unexpected situations,
School Psychologist responds
only when directed by
administration.
Sample Artifacts:
 Consultation with outside doctors, specialists and feeder schools
 Emails to teachers on students returning from OD
 Weekly PALS and/or RtI meetings
 Emails with teachers/administrators
 Log entries
 PPS follow-up notes
 Sophomore Assistance Program
 IEP’s
 Dealing with behavior specialists
 Knowledge of students' needs
and interests drives
recommendations.
 Has a variety of approaches
within his/her repertoire to
address the diverse needs of
students.
 During unexpected situations,
School Psychologist responds
flexibly with usage of his/her
time and adjustment of
priorities.
Excellent
Psychologist consults frequently with
colleagues, contributing own insights
and tailoring evaluations to the
questions raised in the referral.
 Knowledge of students' needs and
interests consistently drives
recommendations.
 Has a multitude of approaches within
his/her repertoire to address the
diverse needs of students.
 During unexpected situations, School
Psychologist responds flexibly with
usage of his/her time and adjustment
of priorities and assists other schools
and/or staff within the district as
needed.
Bremen HS District #228 13
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 3b: Evaluating student needs in compliance with National Association of School Psychologists (NASP) guidelines
Unsatisfactory
Needs Improvement
Proficient
Excellent
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.
 School Psychologist does not
use appropriate assessment
materials.
 School Psychologist does not
follow standardized
procedures when evaluating.
 School Psychologist’s reports
are full of errors, are unclear,
and contain professional
jargon.
 School Psychologist’s
evaluation results do not
inform or guide
interventions, eligibility, or
supports.
 School Psychologist has limited
knowledge about available
assessment materials or uses
inappropriate assessments.
 School Psychologist follows
standardized procedures for
evaluation inconsistently.
 School Psychologist’s reports are
a mixture of professional jargon
and "layman's" terms and are
unclear to parents and staff.
 School Psychologist’s evaluation
results provide limited guidance
in the development of
interventions, eligibility, or
supports.
 School Psychologist is
knowledgeable about available
assessments and uses the
appropriate instruments to
answer questions based upon
student characteristics.
 School Psychologist follows
standardized administration
procedures.
 School Psychologist’s reports rely
on the use of "layman's" terms to
ease comprehension for parents
and staff.
 School Psychologist’s evaluation
results inform and guide
interventions, eligibility, and
supports.
 School Psychologist is knowledgeable
about a variety of assessments and
selects the most appropriate
instruments for addressing unique
student characteristics.
 School Psychologist assesses a variety of
student needs (e.g., autism, nonverbal,
executive functioning, and cognitive
impairments).
 School Psychologist builds rapport with
students during assessment in order to
obtain valid results.
 School Psychologist’s reports are
understandable to parents and staff and
include examples of student
performance.
 School Psychologist’s results
meaningfully contribute to the
determination of interventions,
eligibility, and supports.
Sample Artifacts:
 Narrative on the testing materials available to the psychologist
 Domain meetings
 RtI; 504 meetings
Bremen HS District #228 14
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 3c: Chairing evaluation team
Unsatisfactory
Psychologist declines to assume
leadership of the evaluation
team.
 School Psychologist refuses to
be a part of the problemsolving team or does not
participate in discussions
about student concerns.
 Fails to make data-based
decisions regarding
instruction and interventions.
 Does not collaborate with
other staff.
 Reports are inaccurate or
inappropriate to audience.
Sample Artifacts:
 Copy of IEP/chairing IEP meetings
 Reflection Conference Question #2
Needs Improvement
Psychologist assumes leadership of
the evaluation team when directed
to do so, preparing adequate IEPs.
 Participation on the problemsolving team is inconsistent, and
school psychologist rarely
participates in discussions about
student concerns.
 Has limited knowledge of tools and
processes to effectively collect
data and monitor progress.
 Uses incorrect or superfluous data
for instructional planning or
decision making.
 Reports are accurate but lack
clarity and are not always
appropriate to the audience
Proficient
Psychologist assumes leadership
of the evaluation team as a
standard expectation; prepares
detailed IEPs.
 Regularly participates on the
problem-solving team and
makes meaningful contributions
to discussions about student
concerns.
 Consistently uses tools and
processes to effectively collect
data.
 Uses accurate data sources to
assist with instructional
planning, progress monitoring,
and decision making.
 Reports are accurate,
appropriate to audience and are
written professionally
Excellent
Psychologist assumes leadership of the
evaluation team and takes initiative in
assembling materials for meetings. IEPs
are prepared in an exemplary manner.
 Provides leadership to the problemsolving team and facilitates the
process so that all members can
provide meaningful contributions to
discussions about student concerns.
 Effectively and consistently uses tools
and processes to collect data and
monitor progress.
 Mentors and/or guides others in the
use of tools and processes to collect
data and monitor progress.
 Relies on a variety of data sources to
drive instructional planning, progress
monitoring, and decision making
 Reports are accurate, clearly written
using professional language and
tailored for the audience.
Bremen HS District #228 15
Psychologist Rubric 2014 - Draft
Performance Levels
Component 3d: Planning interventions to maximize students’ likelihood of success
Unsatisfactory
Needs Improvement
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.
Critical Attributes




School Psychologist either
refuses to attend or does not
contribute in appropriate ways
to meetings in which
interventions are developed for
students.
Grouping and placement of
students to provide services is
inappropriate.
Services provided to students
are inappropriate and do not
address their unique needs.
School Psychologist does not
meet the required minutes that
are designated in the problemsolving plan/504/IEP for social
work/psychology services.




School Psychologist provides
limited, meaningful
contributions to meetings in
which interventions are
developed for students.
School Psychologist
inconsistently groups students
based on their unique needs and
characteristics.
Services are limited or not
individualized to meet unique
student needs.
School Psychologist
inconsistently meets the
required minutes that are
designated in the problemsolving plan/504/IEP for social
work/psychology services.
Proficient
Psychologist’s plans for students
are suitable for them and are
aligned with identified needs.




Sample Artifacts:
 Narrative of involvement with RtI process and the intervention available to our team
 Accommodation plans
 504 plans
 Group and individual counseling
 Reflection Conference Question #2
School Psychologist regularly
participates in meetings in
which appropriate interventions
are developed for students.
Students are grouped with
consideration given to their
unique needs and
characteristics.
Services provided to students
are evidence- based and
planned out to meet their
unique needs.
School Psychologist consistently
meets the required minutes
that are designated in the
problem-solving plan/504/IEP
for social work/psychology
services.
Excellent
Psychologist develops
comprehensive plans for students,
finding ways to creatively meet
student needs and incorporate
many related elements.




School Psychologist provides
leadership during meetings in
which appropriate interventions
are developed for students.
Consideration is consistently
given to the unique needs and
characteristics of students when
they are grouped for direct
service.
Services provided to students
are individualized, based on
thorough data collection, and
monitored throughout the
school year.
School Psychologist always
meets the required minutes
that are designated in the
problem-solving plan/504/IEP
for social work/psychology
services.
Bremen HS District #228 16
Psychologist Rubric 2014 - Draft
Performance Levels
Component 3e: Maintaining contact with physicians and community mental health service providers
Unsatisfactory
Needs Improvement
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.

Critical Attributes




Little or no information
regarding students or the
services that are provided
are available to community
agencies.
Community agencies are not
aware of student progress.
School Psychologist does not
respond to communication
requests made by
community agencies.
Communication during
meetings or consultation is
ineffective or disrespectful.
School Psychologist does not
advocate for the best
interests of the student.




Limited information
regarding students or
services that are provided
and articulated to
community agencies.
Community agencies are
minimally aware of
student progress.
School Psychologist is slow
to respond to
communication requests
made by community
agencies.
School Psychologist
inconsistently advocates
for the best interests of
the student.
Sample Artifacts:
 Release of information obtained by psychologist and through IEP meetings
 Department rehabilitation service packets
 Educational consultant for hospitalized students (communication)
 Phone logs
 Schedule of follow-up meetings
Proficient
Psychologist maintains ongoing
contact with physicians and
community mental health service
providers.





Information regarding
students and the services
that are provided are
regularly articulated to
community agencies.
Community agencies are
aware of student progress.
School Psychologist is
knowledgeable about the
services of community
agencies and makes attempts
to involve and communicate
student progress with them.
School Psychologist responds
to communication requests
made by community agencies
in a timely fashion.
School Psychologist
advocates for the best
interests of the student.
Excellent
Psychologist maintains ongoing contact
with physicians and community mental
health service providers and initiates
contacts when needed.





Information regarding students and
the services that are provided are
initiated by the School Psychologist
and well-articulated to community
agencies.
Community agencies are engaged in
conversations about student
progress and feedback is valued.
School Psychologist is highly
knowledgeable about the services of
community agencies and makes
multiple attempts to involve and
communicate student progress with
them.
School Psychologist initiates
communication and responds to
requests made by community
agencies in a timely fashion.
School Psychologist always
advocates for the best interests of
the student.
Bremen HS District #228 17
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 3f: Demonstrating flexibility and responsiveness
Unsatisfactory
Psychologist adheres to the
plan or program, in spite of
evidence of its inadequacy.
 When improvisation
becomes necessary,
School Psychologist is
unable to adjust the
lesson.
 School Psychologist’s
knowledge of students’
needs and interests does
not drive lessons.
 School Psychologist has
very limited approaches
within their repertoire to
address the diverse needs
of students.
 During unexpected
situations (e.g., crisis
response), the School
Psychologist does not
assist.
 School Psychologist does
not adjust interventions
based on data as a result
of a lack of progress
monitoring.
Needs Improvement
Proficient
Excellent
Psychologist makes modest changes
in the treatment program when
confronted with evidence of the
need for change.
Psychologist makes revisions in the
treatment program when it is
needed.
Psychologist is continually seeking ways
to improve the treatment program and
makes changes as needed in response to
student, parent, or teacher input.





When improvisation becomes
necessary, School Psychologist
inconsistently makes
adjustments to the lesson.
School Psychologist’s knowledge
of students’ needs and interests
does not drive lessons; rather,
the psychologist adheres to a
pre-determined approach.
School Psychologist has limited
approaches within their
repertoire to address diverse
needs of students.
During unexpected situations
(e.g., crisis response), the School
Psychologist responds only when
directed by administration.
School Psychologist continues
with interventions at all Tiers
regardless of information
provided by data collected
 When improvisation becomes
necessary, School Psychologist
makes adjustments to the
lesson.
 School Psychologist’s knowledge
of students’ needs and interests
drive lessons.
 School Psychologist has
different approaches within
their repertoire to address the
diverse needs of students.
 During unexpected situations
(e.g., crisis response), the School
 Psychologist responds flexibly
with usage of their time and
adjustment of priorities.
 School Psychologist adjusts
interventions at all Tiers based
on ongoing and appropriate
progress monitoring results.
Sample Artifacts:
 Emails to teachers/staff and parents regarding IEP changes; Amendments to IEP’s
 PD evaluation from students about small group work






When improvisation becomes
necessary,
School Psychologist quickly makes
adjustments to the lesson based on
data.
School Psychologist’s knowledge of
students’ needs and interests
consistently drive lessons.
School Psychologist has a multitude of
approaches within their repertoire to
address the diverse needs of students.
During unexpected situations (e.g.,
crisis response), the School
Psychologist responds flexibly with
usage of their time and adjustment of
priorities and will assist other schools
and/or staff within the district as
needed.
School Psychologist assumes a
leadership role when adjustments to
interventions are needed and ensures
that this occurs at all Tiers based on
ongoing and appropriate progress
monitoring results
Bremen HS District #228 18
Psychologist Rubric 2014 - Draft
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component 4a:Reflecting on practice
Performance Levels
Unsatisfactory
Psychologist does not reflect
on practice, or the
reflections are inaccurate or
self-serving.
Critical Attributes



School Psychologist
does not assess the
effectiveness of services
provided.
School Psychologist is
unable to communicate
personal strengths and
weaknesses or ways
that services can be
improved
School Psychologist
makes no suggestions
for improvement
Needs Improvement
Psychologist’s reflection on
practice is moderately accurate
and objective without citing
specific examples, and with only
global suggestions as to how it
might be improved.



School Psychologist
inconsistently assesses the
effectiveness of services
provided.
School Psychologist
ineffectively communicates
personal strengths and
weaknesses or ways that
services can be improved.
School Psychologist offers
general modifications for future
service.
Sample Artifacts:
 Reflection survey results
 Narrative on particular students we work with
 Emails requesting further information on students
 Reflection Conference Questions #1-7
Proficient
Excellent
Psychologist’s reflection provides an
accurate and objective description of
practice, citing specific positive and
negative characteristics. Psychologist
makes some specific suggestions as to
how the counseling program might be
improved.
Psychologist’s reflection is highly
accurate and perceptive, citing specific
examples that were not fully successful
for at least some students. Psychologist
draws on an extensive repertoire to
suggest alternative strategies.



School Psychologist accurately
assesses the effectiveness of
services provided citing specific
evidence.
School Psychologist is able to
effectively communicate personal
strengths and weaknesses, as well
as ways that services can be
improved.
School Psychologist draws upon
appropriate resources to suggest
alternate strategies to refine own
performance.



School Psychologist regularly and
accurately assesses the
effectiveness of services provided
citing specific indicators of
effectiveness.
School Psychologist engages in
dialogue with administration
and/or colleagues about personal
strengths and weaknesses, as well
as ways that services can be
improved.
School Psychologist’s suggestions
for improvement draw on an
extensive repertoire.
Bremen HS District #228 19
Psychologist Rubric 2014 - Draft
Performance Levels
Component 4b: Communicating with families
Unsatisfactory
Needs Improvement
Psychologist fails to
communicate with families and
secure necessary permission for
evaluations or communicates in
an insensitive manner.
Psychologist’s communication with
families is partially successful;
permissions are obtained, but there
are occasional insensitivities to
cultural and linguistic traditions.

Critical Attributes




Little or no information
regarding the school
psychology program is
available to parents.
School Psychologist fails to
secure necessary
permission for evaluations
Families are unaware of
their children's progress.
Family engagement
activities are lacking.
There is some culturally
inappropriate
communication.





Proficient
Psychologist communicates with
families and secures necessary
permission for evaluations and does
so in a manner sensitive to cultural
and linguistic traditions.

School- or district-created
materials about the school
psychology program are sent
home.
School Psychologist obtains
permission for evaluations,
with occasional insensitivities
School Psychologist sends
home infrequent or
incomplete information about
the school psychology
program.
School Psychologist maintains
school-required contacts but
does little else to inform
families about student
progress.
Some of the School
Psychologist's communications
are inappropriate to families’
cultural norms.
Sample Artifacts:
 Emails/narratives
 Domain paperwork with documented signatures
 Invitations
 Permission slips







School Psychologist regularly
makes information about the
school psychology program
available.
School Psychologist secures
necessary permission for
evaluations sensitive to culture
and linguistics.
School Psychologist regularly
sends home information about
student progress.
School Psychologist develops
activities designed to engage
families successfully and
appropriately in their children’s
progress and learning.
Most of the School Psychologist's
communications are appropriate
to families’ cultural norms.
Log of parent meetings
Easy IEP
Phone logs
Excellent
Psychologist secures necessary
permissions and communicates with
families in a manner highly sensitive
to cultural and linguistic traditions.
Psychologist reaches out to families
of students to enhance trust.





School Psychologist
communicates with families in
a variety of ways.
School Psychologist secures
necessary permissions in a
manner highly sensitive to
cultural and linguistic
traditions.
School Psychologist seeks out
avenues and means to further
improve communication with
families.
School Psychologist ensures
that a variety of means of
access are available to families.
All of the School Psychologist's
communications are highly
sensitive to families’ cultural
norms.
Bremen HS District #228 20
Psychologist Rubric 2014 - Draft
Performance Levels
Component 4c: Maintaining accurate records
Unsatisfactory
Needs Improvement
Proficient
Excellent
Psychologist’s records are in
disarray; they may be missing,
illegible, or stored in an
insecure location.
Psychologist’s records are accurate
and legible and are stored in a secure
location.
Psychologist’s records are accurate
and legible, well organized, and stored
in a secure location.
Psychologist’s records are accurate
and legible, well organized, and
stored in a secure location. They are
written to be understandable to
another qualified professional.

Critical Attributes

There is no system for
either instructional or
noninstructional records.
Record-keeping systems
are in disarray and
provide incorrect or
confusing information.
Sample Artifacts:
 Copy of IEP’s
 Outlook calendar or personal calendar
 Narrative of the filing system
 EL IEP
 504 plans



The School Psychologist has a
process for student records.
However, it may be out of date
or may not permit students to
access the information.
The School Psychologist's
process for tracking student
progress is cumbersome to use.
The School Psychologist has a
process for tracking some, but
not all, noninstructional
information, and it may contain
some errors.



The School Psychologist's process
for student records is efficient
and effective; students have
access to information about
completed and/or missing
components.
The School Psychologist has an
efficient and effective process for
recording student attainment of
learning goals; students are able
to see how they’re progressing.
The School Psychologist's process
for recording noninstructional
information is both efficient and
effective.




School Psychologist maintains
records that are well organized.
School Psychologist's reports
are accurate on a consistent
basis.
School Psychologist consistently
meets deadlines and is able to
complete reports efficiently.
School Psychologist serves as a
model for record keeping and
completion of reports.
Bremen HS District #228 21
Psychologist Rubric 2014 - Draft
Performance Levels
Component 4d: Participating in a professional community
Unsatisfactory
Psychologist’s relationships with
colleagues are negative or selfserving, and psychologist avoids
being involved in school and
district events and projects.

Critical Attributes



School Psychologist does not
seek opportunities for
continued professional
development such as
professional readings,
attending district in- services,
or on-going dialogue with
colleagues.
School Psychologist is
aversive to feedback from
colleagues and
administration.
School Psychologist does not
participate in building- level
Professional Learning
Communities.
School Psychologist does not
attend department meetings.
Needs Improvement
Psychologist’s relationships with
colleagues are cordial, and
psychologist participates in
school and district events and
projects when specifically
requested.




School Psychologist rarely
seeks opportunities for
continued professional
development such as
professional readings,
attending district in- services,
or on-going dialogue with
colleagues.
School Psychologist
inconsistently accepts
feedback from colleagues
and administration.
School Psychologist
participates in building- level
Professional Learning
Communities, but does not
contribute.
School Psychologist
inconsistently attends and
rarely participates in
department meetings.
Proficient
Psychologist participates actively in
school and district events and
projects and maintains positive and
productive relationships with
colleagues.






School Psychologist seeks
opportunities for continued
professional development such
as professional readings,
attending district in-services, or
on-going dialogue with
colleagues.
School Psychologist accepts
feedback from colleagues and
administration in order to
improve practice.
School Psychologist regularly
participates in building-level
Professional Learning
Communities and makes
contributions.
School Psychologist consistently
attends and participates in
department meetings.
School Psychologist provides inservices or presentations to
team.
School Psychologist participates
on and contributes to buildinglevel committees as requested.
Excellent
Psychologist makes a substantial
contribution to school and district
events and projects and assumes
leadership with colleagues.






School Psychologist seeks
opportunities for continued
professional development such as
professional readings, attending
conferences/workshops, or ongoing dialogue with colleagues in
order to improve practices.
School Psychologist solicits
feedback from colleagues and
administration in order to improve
practice.
School Psychologist assumes a
leadership role in building-level
Professional Learning Communities.
School Psychologist consistently
attends and contributes to in
department meetings.
School Psychologist provides inservices or presentations to staff,
parents, department, colleagues, or
other professionals outside of the
district.
School Psychologist participates on
and contributes to district-level
committees.
Bremen HS District #228 22
Psychologist Rubric 2014 - Draft
Sample Artifacts: (For 4d)
 ISPA
 Professional Development
 CEU’s, CPDU’s, etc.
 Faculty meetings
 SIP day participation
 Conferences
 Presentation at October Institute
 Collaboration with colleagues








NASP memberships
South Suburban Psych Association – narratives of our involvement in these communities
Documentation of other CPDU’s
Psychologist twice meeting as a small community to discuss case studies
Sharing resources – handouts, teaching materials, PowerPoints, websites, workshops
Mentoring/sharing knowledge and resources
Building relations in professional community
School events/volunteering
Bremen HS District #228 23
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 4e: Engaging in professional development
Unsatisfactory
Psychologist does not participate in
professional development activities,
even when such activities are clearly
needed for the ongoing development
of skills.
 Does not seek opportunities for
continued professional
development.
 Does not participate in any activity
that might enhance knowledge or
skill.
 Purposefully resists discussing
performance with supervisors or
colleagues.
 Makes no effort to participate in
professional organizations.
Sample Artifacts:
 Conferences
 SIP meetings
 Joining professional organizations
 Curriculum revision committees
 Workshops
 Cohorts/taking classes
 Trying new things in the classroom
 Mentoring
 Reflection logs
 Observing colleagues
Needs Improvement
Psychologist’s participation in
professional development
activities is limited to those that
are convenient or are required.
 Rarely seeks opportunities for
continued professional
development.
 Participates in professional
development when required.
 Reluctantly accepts feedback
from supervisors and
colleagues.
 Rarely participates in
professional organizations.










Proficient
Psychologist seeks out
opportunities for professional
development based on an
individual assessment of need.
 Seeks regular opportunities for
continued professional
development.
 Welcomes colleagues and
supervisors into the classroom
for the purposes of gaining
insight from their feedback.
 Actively participates in
organizations designed to
contribute to the profession.
Excellent
Psychologist actively pursues
professional development
opportunities and makes a
substantial contribution to the
profession through such activities as
offering workshops to colleagues.
 Seeks regular opportunities for
continued professional
development, including initiating
action research.
 Actively seeks feedback from
supervisors and colleagues.
 Takes an active leadership role in
professional organizations in
order to contribute to the
profession.
Online communities (web 2.0)
Webinars
CPDU Certificates
Transcripts
Goals
UbD units
PowerPoints or handouts from presentations (SIP/Institute)
Advanced degrees
Published articles/books
ACT training
Bremen HS District #228 24
Psychologist Rubric 2014 - Draft
Critical Attributes
Performance Levels
Component 4f: Showing professionalism
Unsatisfactory
Needs Improvement
Proficient
Excellent
Psychologist displays
dishonesty in interactions with
colleagues, students, and the
public and violates principles
of confidentiality.
Psychologist is honest in interactions
with colleagues, students, and the
public, plays a moderate advocacy
role for students, and does not
violate confidentiality.
Psychologist displays high standards
of honesty, integrity, and
confidentiality in interactions with
colleagues, students, and the
public, and advocates for students
when needed.
Psychologist can be counted on to hold
the highest standards of honesty,
integrity, and confidentiality and to
advocate for students, taking a
leadership role with colleagues.
 School Psychologist is
dishonest.
 School Psychologist does
not notice the needs of
students.
 School Psychologist engages
in practices that are selfserving.
 School Psychologist willfully
rejects district regulations.
 School Psychologist is not
aware of NASP’s Principles
for Professional Ethics
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School Psychologist is honest.
School Psychologist notices the
needs of students, but is
inconsistent in addressing them.
School Psychologist does not
notice that practices are
ineffective or that they result in
poor outcomes for students.
School Psychologist minimally
complies with district regulations
or only when prompted.
School Psychologist
inconsistently adheres to NASP’s
Principles for Professional Ethics
Sample Artifacts:
 Maintaining good peer relationships
 Respectful interactions
 Connecting with colleagues to plan
 Modeling professional behavior for students
 Sharing information
 Achieving common goals
 Being consistent – demonstrate fairness
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School Psychologist is honest and
known for having high standards of
integrity.
School Psychologist actively
addresses student needs.
School Psychologist actively works
to provide opportunities for
student success within the
psychological practice.
School Psychologist complies with
district regulations.
School Psychologist adheres to
NASP’s Principles for Professional
Ethics.
Proper communication
Timely response to correspondence
Returning phone calls
Joining professional organizations
Timeliness and punctuality
Attentiveness at meetings
Attendance at school and meetings
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School Psychologist is considered a
leader in terms of honesty,
integrity, and confidentiality.
School Psychologist proactively
addresses student needs.
School Psychologist makes a
concerted effort to ensure
opportunities are available for
student success within the
psychological practice.
School Psychologist takes a
leadership role regarding district
regulations.
School Psychologist always
adheres to NASP’s Principles for
Professional Ethics.
Committee participation
Advocate for students – decision making ability
Respectful to students
Responding to student/parent needs or concerns