Formal Observation/Evaluation Rubric – School Psychologist

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Formal Observation/Evaluation Rubric – School Psychologist
MIS 5407
Teacher ________________________________________ School ________________________________ Participants _____________________
Activity _________________________________________________ Observer _______________________________ Date _____________
Summary of the Activity ________________________________________________________________________________________________
Evidence of School Psychology Practice
Domain 1: Planning and Preparation
Component
Unsatisfactory
Improvement
Needed/Developing
Effective
The school psychologist
demonstrates little or no
knowledge and skill in the use
of evaluation procedures and
assessment instruments.
The school psychologist
demonstrates limited
knowledge and skill in the use
of evaluation procedures and
assessment instruments.
The school psychologist
demonstrates knowledge and
skill in the use of evaluation
procedures and assessment
instruments that are linked to
the area of concern with the
purpose of informing
instruction/intervention.
Component
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
1b
Demonstrating
Knowledge of
Students
The school psychologist does
not apply knowledge of
cultural/linguistic factors and
child/adolescent development
in the delivery of school
psychological services.
The school psychologist rarely
applies knowledge of
cultural/linguistic factors and
child/adolescent development
in the delivery of school
psychological services.
The school psychologist
consistently applies his/her
knowledge of
cultural/linguistic factors and
child/adolescent development
factors that impact
assessment and educational
decision-making.
The school psychologist consistently applies
his/her knowledge of cultural/linguistic factors
and child/adolescent development factors
that impact assessment and educational
decision making and is a resource for the
school, department or district regarding the
cultural and developmental factors that
impact assessment and educational
decision-making.
1a
Demonstrating
Knowledge
and Skill in the
use of
Evaluation
Procedures
and
Assessment
Instruments
Highly Effective
The school psychologist uses a wide range
of evaluation procedures and assessment
instruments with the purpose of informing
instruction/intervention and employs those
most appropriate to the specific situation. In
addition, the school psychologist evaluates
all relevant data sources to assist
multidisciplinary teams in educational
planning.
Weight 5.0
Evidence
Weight 4.0
Evidence
NOTE: The Okaloosa County School District Framework for Teaching has been adapted, with permission, from Charlotte Danielson’s Framework for Teaching.
Component
Unsatisfactory
Improvement
Needed/Developing
Effective
1c
Establishing
Goals for
School
Psychological
Services
Appropriate to
the Setting
and
Population
Served
The school psychologist has
not established goals for
school psychological services
or has established goals that
are inappropriate to the
setting or population served.
The school psychologist
makes an effort to establish
goals for school psychological
services that are appropriate
to the setting and population
served.
The school psychologist
establishes goals for school
psychological services that
are clear and are appropriate
to the setting and the
population served.
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
The school psychologist establishes clear
goals for school psychological services that
are highly appropriate to the setting and
population served, and goals have been
developed following consultation with
stakeholders.
Weight 4.0
Evidence
Component
1d
Demonstrating
Knowledge of
State
Guidelines,
Federal
Regulations
and District
Policies and
Procedures
Weight 4.0
Evidence
The school psychologist
demonstrates little or no
knowledge of state
guidelines, federal
regulations, and district
policies and procedures or
fails to follow them.
The school psychologist
demonstrates awareness of
state guidelines, federal
regulations, and district
policies and procedures and
makes an effort to follow them.
The school psychologist has
current knowledge of state
guidelines, federal
regulations, and district
policies and procedures and
consistently follows them.
Highly Effective
The school psychologist has extensive
knowledge of state guidelines, federal
regulations, and district policies and
procedures, consistently follows them, and
assumes a leadership role in informing and
updating others.
Component
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
1e
Integrating the
School
Psychological
Services
Program with
the Regular
School
Program to
Meet the
Needs of
Individual
Students
The school psychologist does
not use a problem solving
process and collaborate with
other school personnel to
create and maintain a multitiered continuum of services
to support student attainment
of academic, social,
emotional and behavioral
goals.
The school psychologist rarely
uses a problem solving
process and collaborates with
other school personnel to
create and maintain a multitiered continuum of services to
support all student attainment
of academic, social, emotional
and behavioral goals.
The school psychologist
consistently uses a problem
solving process and
collaborates with other school
personnel to create and
maintain a multi-tiered
continuum of services to
support all student attainment
of academic, social,
emotional and behavioral
goals.
The school psychologist consistently uses a
problem solving process and collaborates
with other school personnel to create and
maintain a multi-tiered continuum of services
to support student attainment of academic,
social, emotional and behavioral goals and
provides leadership in the understanding and
implementation of a problem solving process
and a multi-tiered system of support.
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
The school psychologist does
not evaluate services at the
individual group and/or
systems level.
The school psychologist rarely
incorporates data in evaluation
of services at the individual
group and/or systems level.
The school psychologist
regularly incorporates data in
evaluation of services at the
individual, group, and/or
systems levels.
The school psychologist regularly
incorporates data analysis in evaluation of
services at the individual, group, and/or
systems levels and uses the data to improve
services and outcomes.
Weight 4.0
Evidence
Component
1f
Assessing
Goal
Achievement
Weight 4.0
Evidence
Domain 2: The Environment
Component
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
The school psychologist does
not make accurate reflective
comments, display active
listening skills, or exhibit
respectful and sensitive
behavior toward others in an
appropriate setting.
The school psychologist
attempts to make accurate
reflective comments, display
active listening skills, and
exhibit respectful and sensitive
behavior toward others in an
appropriate setting.
The school psychologist
consistently makes accurate
reflective comments, displays
active listening skills, and
exhibits respectful and
sensitive behavior toward
others in an appropriate
setting.
The school psychologist consistently makes
accurate reflective comments, displays active
listening skills, and exhibits respectful and
sensitive behavior toward others in an
appropriate setting. The school psychologist
often receives feedback or recognition from
others concerning his/her rapport building
and interpersonal skills.
Component
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
2b
Establishing a
Culture for
Goal
Achievement
The school psychologist
makes no attempt to promote
the development and
maintenance of learning
environments that support
resilience and academic
growth, promote high rates of
academic engaged time, and
reduce negative influences on
learning and behavior.
The school psychologist rarely
promotes the development
and maintenance of learning
environments that support
resilience and academic
growth, promote high rates of
academic engaged time, and
reduce negative influences on
learning and behavior.
Through data analysis and
observations of classroom
and/or school settings, the
school psychologist
consistently provides
educators with research
based interventions and
strategies to promote
academic engaged time and
reduce negative influences on
learning and behavior.
Through data analysis and observations of
classroom and/or school settings, the school
psychologist consistently provides educators
with research based interventions and
strategies to promote academic engaged
time and reduce negative influences on
learning and behavior. The school
psychologist evaluates the effectiveness of
the intervention and modifies the intervention
accordingly through the continuous use of
the problem- solving framework.
2a
Establishing
Rapport
Weight 6.0
Evidence
Weight 5.0
Evidence
Component
2c
Managing
Procedures
Unsatisfactory
The school psychologist does
not communicate or clarify
procedures for accessing
school psychological services
consistent with district
procedures.
Improvement
Needed/Developing
The school psychologist
makes an effort to
communicate or clarify
procedures for accessing
school psychological services
consistent with district
procedures.
Effective
The school psychologist
consistently communicates
and clarifies procedures for
accessing school
psychological services are
consistent with district
procedures.
Highly Effective
Procedures for accessing school
psychological services are consistent with
district procedures, specific to the needs of
the setting and are clear to all stakeholders.
Weight 4.0
Evidence
Component
2d
Contributing
to the
Management
of Student
Behavior
Weight 5.0
Evidence
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
The school psychologist does
not consider the antecedents,
consequences, functions, and
potential causes of behavioral
difficulties that may impede
learning or socialization within
the four step problem-solving
framework.
The school psychologist rarely
considers the antecedents,
consequences, functions, and
potential causes of behavioral
difficulties that may impede
learning or socialization within
the four step problem-solving
framework.
The school psychologist
regularly considers the
antecedents, consequences,
functions, and potential
causes of behavioral
difficulties that may impede
learning or socialization within
a problem-solving framework
and assists in the
development of the
behavioral intervention plan.
The school psychologist consistently
considers the antecedents, consequences,
functions, and potential causes of behavioral
difficulties that may impede learning or
socialization within the four step problemsolving framework and assists in the
development and monitoring of the
behavioral intervention plan linked to the
functional behavioral assessment.
Component
2e
Managing
Materials
Weight 5.0
Evidence
Unsatisfactory
Improvement
Needed/Developing
The school psychologist fails
to manage materials.
Materials are in disarray,
inappropriate to the needs of
the situation or unavailable
when needed.
The school psychologist’s
attempts to organize materials
are partially successful.
Materials are difficult to find or
inappropriate to the needs of
the situation.
Effective
Materials are well organized,
appropriate to the needs of
the situation and easily
accessible.
Highly Effective
Materials are highly organized, appropriate,
convenient, and effectively employed to meet
the needs of the situation.
Domain 3: Service Delivery
Component
Unsatisfactory
3a
Communicating
Clearly and
Accurately
Improvement
Needed/Developing
Effective
Highly Effective
The school psychologist does
not communicate with
students, parents, and school
personnel with clarity and/or
sensitivity to cultural and
linguistic issues.
The school psychologist
makes an effort to
communicate with students,
parents, and school personnel
with clarity and sensitivity to
cultural and linguistic issues.
The school psychologist
consistently communicates
with students, parents and
school personnel with clarity
and sensitivity to cultural and
linguistic issues.
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
The school psychologist
consistently administers
appropriate evaluation
instruments and assessment
procedures and ensures that
all procedures, timelines and
safeguards are faithfully
adhered to.
The school psychologist selects, from a
broad repertoire, those assessment
procedures that are most appropriate to the
referral questions and conducts information
sessions with colleagues to ensure that they
fully understand and comply with
procedures, timelines and safeguards.
The school psychologist consistently
communicates with students, parents and
school personnel with clarity and sensitivity
to cultural and linguistic issues and actively
pursues opportunities to share knowledge
regarding student needs.
Weight 4.0
Evidence
Component
3b
Evaluating
Student Needs
in Compliance
with National
Association of
School
Psychologists
(NASP)
Guidelines
The school psychologist
resists administering
evaluations, selects
instruments or assessment
procedures inappropriate to
the situation, or does not
follow established
procedures, timelines and
safeguards.
The school psychologist
attempts to administer
appropriate evaluation
instruments and assessment
procedures, but does not
always follow established
procedures, timelines and
safeguards.
Weight 6.0
Evidence
)
Component
Unsatisfactory
Improvement
Needed/Developing
3c
Consults with
Others to
Address
Student Needs
Using a
Problem
Solving
Process or
Best Practice
Model
The school psychologist does
not consult with others to
address student needs, using
a problem solving or best
practice model.
The school psychologist rarely
consults with others to address
student needs, using a
problem solving or best
practice model.
Component
Unsatisfactory
Improvement
Needed/Developing
3d
Participates in
Planning
Interventions
and Methods
of Monitoring
Progress
Using a
Problem
Solving Model
The school psychologist does
not participate in planning
interventions and methods of
monitoring progress using a
problem solving model.
The school psychologist rarely
participates in planning
interventions and methods of
monitoring progress using a
problem solving model.
Effective
The school psychologist
consistently consults with
others to address student
needs, using a problem
solving or best practice
model.
Highly Effective
The school psychologist consistently consults
with others to address using a problem
solving or best practice model. School
psychologist contributes his/her own insights
and actively investigates and shares current
research.
Weight 5.0
Evidence
Weight 5.0
Evidence
Effective
The school psychologist
consistently participates in
planning interventions and
methods of monitoring
progress using a problem
solving model.
Highly Effective
The school psychologist consistently
participates in planning interventions and
methods of monitoring progress using a
problem solving model. The school
psychologist assumes a leadership role in
supporting the intervention process.
Component
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
3e
Demonstrating
Flexibility and
Responsiveness
The school psychologist does
not consult with colleagues to
tailor evaluation procedures.
The school psychologist rarely
consults with colleagues in the
selection of evaluation
procedures and attempts to
tailor evaluations to address
referral questions.
The school psychologist
regularly consults and
collaborates with colleagues
in the selection of evaluation
procedures and tailors
evaluations to address
referral concerns.
The school psychologist consistently
consults and collaborates with colleagues
and provides insight in the selection and
tailoring of evaluation procedures to address
referral concerns and aid in intervention
planning.
Weight 5.0
Evidence
Domain 4: Professional Responsibilities
Component
Unsatisfactory
4a
Reflecting on
Practice/Service
Delivery
Improvement
Needed/Developing
Effective
Highly Effective
The school psychologist does
not reflect on practice, or the
reflections are inaccurate or
self-serving.
The school 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.
The school psychologist’s
reflection provides an
accurate and objective
description of practice, citing
specific examples. Specific
suggestions are made as to
how psychological services
might be improved.
The school psychologist’s reflection is highly
accurate and perceptive, citing specific
examples and the school psychologist
develops a plan to improve and measure
changes in practice.
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
The school psychologist’s
reports, records and
documentation are generally
accurate, but are occasionally
incomplete or late.
The school psychologist’s
reports, records, and
documentation are complete,
accurate, and submitted in a
timely manner.
The school psychologist’s reports, records
and documentation are highly accurate,
complete and timely. Reports are
comprehensive, integrate information from a
variety of sources and are understandable to
all stakeholders.
Weight 4.0
Evidence
Component
4b
Maintaining
Accurate
Records and
Submitting
Them in a
Timely Fashion
Weight 5.0
Evidence
The school psychologist’s
reports, records, and
documentation are missing,
late, incomplete or
inaccurate.
Component
Unsatisfactory
Improvement
Needed/Developing
Effective
Highly Effective
4c
Communicating
with Families
The school psychologist does
not communicate with
families regarding evaluation
results and/or intervention
efforts, or communicates in
an insensitive manner.
The school psychologist rarely
communicates with families
regarding evaluation results
and/or intervention efforts, or
communication is occasionally
insensitive to cultural and
linguistic traditions.
The school psychologist
regularly communicates with
families regarding
assessment results and/or
intervention efforts in a
manner sensitive to cultural
and linguistic traditions.
The school psychologist regularly
communicates with families regarding
assessment results and/or intervention
efforts in a manner sensitive to cultural and
linguistic traditions and ensures
understanding. School psychologist reaches
out to families of students to enhance trust.
The school psychologist’s
relationships with colleagues
are negative or self-serving,
and the school psychologist
avoids being involved in
school or district initiatives.
The school psychologist’s
relationships with colleagues
are cordial, and the school
psychologist participates in
school or district initiatives
when specifically requested.
The school psychologist
participates actively in school
or district initiatives and
maintains positive and
productive relationships with
colleagues.
The school psychologist makes a substantial
contribution to school or district initiatives
and assumes leadership with colleagues.
Weight 5.0
Evidence
4d
Participating in
a Professional
Community
Weight 3.0
Evidence
Component
Unsatisfactory
Improvement
Needed/Developing
The school psychologist does
not engage in professional
development activities and
does not stay abreast of
developments in the field.
The school psychologist rarely
engages in professional
development activities and
stays abreast of developments
in the field.
Component
Unsatisfactory
Improvement
Needed/Developing
4f
Demonstrating
Professionalism
The school psychologist does
not adhere to district and
department policies and
procedures and/or does not
exercise good judgment in
professional dealings.
4e
Growing and
Developing
Professionally
Effective
The school psychologist
actively engages in lifelong
learning, seeks out
professional development
activities to enhance his/her
ongoing professional growth
and applies learning in
his/her work.
Highly Effective
The school psychologist actively seeks out
professional development activities to
enhance his/her ongoing professional
growth, applies the knowledge learned in
his/her work and provides professional
learning opportunities for school staff,
students, parents, and/or other professional
groups.
Weight 3.0
Evidence
Weight 5.0
Evidence
The school psychologist
makes an effort to adhere to
district and department
policies and procedures
and/or exercise good
judgment in professional
dealings.
Effective
The school psychologist
consistently adheres to
district and department
policies and procedures and
exercises good judgment in
all professional dealings.
Highly Effective
The school psychologist serves as a model
of exemplary practices for adhering to district
and department policies and procedures and
exercises good judgment in all professional
dealings.
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