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SPECIAL EDUCATION
Rubrics for Enhancing Professional Practice
SCHOOL PSYCHOLOGIST
DOMAINS: #1 Evaluation and Assessment
ELEMENT / UNSATISFACTORY / BASIC / PROFICIENT / DISTINGUISHED1a: Individual Assessment, Data-Based Decision Making and Accountability / Collects limited information to identify problems. Has a narrow understanding of models and methods of assessment. Assessment instruments are not administered and scored in a standardized fashion. Reports do not link data collection to recommendation and reflect Washington Administrative Code requirements. / Collects information to identify and define problems (review of prior data, interview information, integrate observational data, relate test results). Has limited knowledge of varied models and methods of assessment. Assessment instruments administered and scored in a standardized fashion. Reports link data collection to recommendation and reflect Washington Administrative Code requirements. / Collects information to identify and define problems (review of prior data, interview information, integrate observational data, relate test results), utilizing a problem solving model/approach. Has knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. Assessment instruments administered and scored in a standardized fashion. Reports link data collection to recommendation and reflect Washington Administrative Code requirements. / Systemically collects information to identify and define problems (review of prior data, interview information, integrate observational data, relate test results), utilizing a problem solving model/approach. Demonstrates knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. Assessment instruments administered and scored in a standardized fashion. Reports link data collection to recommendation and reflect Washington Administrative Code requirements and state essential learning requirements.
1b: Evaluation Development and Style / Does not formulate and write evaluation reports that allow others to make decisions based upon the results of the assessment. / Is able to formulate and write evaluation reports utilizing pertinent information in a manner that allow others to make decisions based upon the results of the assessment. Evaluation reports are complete and written according to district, state, and national standards. / Has shown the ability to formulate and write evaluation reports utilizing pertinent information in a manner that allows the reader (student, family member, and educators) to understand and act upon the results of the assessment. Evaluation reports are completed within established timelines and written according to district, state, and national standards. Recommendations within the evaluation reports are aligned with district adopted curriculum and best practices. / Consistently demonstrates the ability to formulate and write evaluation reports utilizing all available pertinent information in a manner that allows the reader (student, family member, and educators) to interpret, understand, and act accordingly based upon the results of the assessment. Evaluation reports are completed within established timelines and written according to district, state, and national standards. Recommendations within the evaluation reports are aligned with district adopted curriculum and best practices.
1c: Research and program evaluation / Does not show evidence of research, statistics, and evaluation methods. / Exhibits limited understanding of research, statistics, and evaluation methods. / Has knowledge of research, statistics, and evaluation methods in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. / Demonstrates knowledge of research, statistics, and evaluation methods and collaborates with building staff in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. Is sought for professional judgment in evaluation of research and implementation of research based practice.
1d: Prevention, Crisis Intervention and Mental Health / Does not show evidence of factors that are obstacles to student learning and appropriate interventions. / Exhibits limited knowledge of factors that are obstacles to student learning and appropriate interventions. Takes part in the implementation of programs that promote development of the mental health and physical well-being for students with special needs. Displays some collaboration with medical/mental health professionals. / Identifies factors that are obstacles to student learning and implements appropriate interventions. Takes part in the development of programs that promote development of the mental health and physical well-being for students with special needs. Collaborates with medical/mental health professionals. Takes part in district/building forming/ implementing crisis policies and response plans. / Identifies factors that are obstacles to student learning and implement appropriate interventions. Facilitate the development of programs that promote development of the mental health and physical well-being of students. Regularly collaborates with medical/mental health professionals. Consistently participates in the development of district/building crisis policies and response plans.
DOMAINS: #2 Communication and Collaboration
ELEMENT / UNSATISFACTORY / BASIC / PROFICIENT / DISTINGUISHED2a: Interpersonal Communication, Collaboration and Consultation / Is not available to staff, parents, students, and is unable to explain complex issues. Fails to collaborate with others. / Meets with parents and students, but has a limited ability to explain complex issues. Collaborates with others as a prevention tool for students with special needs within scope of District, State & Federal Regulations. / Makes an effort to meet with parents and students, and is able to explain complex issues and provides additional information to students/parents/staff about program issues. Collaborates with others as a prevention tool for students with special needs within the scope of District, State & Federal Regulations. Shares knowledge of behavioral, mental health, collaborative and/or other consultation models with building/district staff. / Makes considerable effort and shows flexibility in toward meeting times to meet with parents and, and is able to explain complex issues and provide additional information to students/parents/staff about the issues and agencies to contact for more information. Effectively collaborates with others as a prevention tool for all students within scope of District, State & Federal Regulations. Shares knowledge of behavioral, mental health, collaborative and/or other consultation models with building/district staff. Seeks input from supervisors and/or peers.
2b: Student Diversity in Development and Learning / Appears unaware of cultural and individual diversity. / Treats students, professional peers and families from diverse backgrounds with respect and dignity. / Promotes awareness and sensitivity to cultural diversity and develops interventions based on individual differences. Demonstrates sensitively and skills in working with diverse individuals by treating students, professional peers and families from diverse backgrounds with respect and dignity. / Challenges negative attitudes and practices and helps ensure all students are treated fairly; promotes awareness and sensitivity to cultural diversity and develops interventions based on individual differences. Demonstrates sensitivity and skills in working with diverse individuals by treating students, professional peers and families from diverse backgrounds with respect and dignity.
2c: Home, School, and Community Collaboration / Exhibits limited understanding of family systems and family influences on development. / Has a basic understanding of family systems and family influences on development. Has knowledge of community services that provide for children and families. / Has knowledge of family systems and family influences on development. Works with families and others in the community to provide comprehensive services to children and families. Seeks out district and community resources for students and families. / Demonstrates knowledge of family systems and family influences on development. Works effectively with families and others in the community to provide comprehensive services to children and families and collaborates with district and community resources for students and families.
DOMAINS: #3 Informing Student Learning
3a: Development of Cognitive, Pre-Academic and Academic Skills, and Informing Instruction / Displays little understanding of cognitive skills of students and the components of effective instruction for students with diverse strengths and needs. / Displays a basic understanding of cognitive skills of students and the components of effective instruction for students with diverse strengths and needs. Is knowledgeable of a variety of assessment techniques and instruments. / Has knowledge of cognitive skills of students, empirically demonstrated components of effective instruction and alternative instruction methodologies for students with diverse strengths and needs and is able to implement a variety of assessment techniques and instruments. Consults with building staff about individual students’ cognitive/academic skills. / Demonstrates a solid understanding of cognitive skills of students, empirically demonstrated components of effective instruction and alternative instruction methodologies for students with diverse strengths and needs and is able to implement a variety of assessment techniques and instruments. Is actively sought by building and district staff for consultation.
3b: Socialization and Development of Life Skills / Displays little understanding of the human development processes and the development of behavior change programs to enhance student learning. / Displays a basic understanding of human development processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive and social skills, and programs to facilitate school transitions. Develops behavior change programs to enhance student learning and behavior and has knowledge of individual and group counseling skills. / Has knowledge of human development processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive and social skills, and programs to facilitate school transitions. Utilizes direct and indirect service delivery models applicable to the development of behavioral, affective, adaptive, and social skills of children and adolescents. Consults in the development of behavior change programs to enhance student learning and behavior. Displays a working knowledge of effective individual and group counseling skills. / Demonstrates a solid understanding of human development processes, techniques to assess these processes and direct and indirect services applicable to the development of behavioral, affective, adaptive and social skills, and programs to facilitate school transitions. Utilizes direct and indirect service delivery models applicable to the development of behavioral, affective, adaptive, and social skills of children and adolescents. Consults in the development, implementation, and follow up of behavior change programs to enhance student learning and behavior. Demonstrates effective individual and group counseling skills.
DOMAINS: #4 Professional Responsibilities
4a: School and Systems Organization / Displays little understanding of school systems. / Displays a basic understanding of school systems, but does not actively engage in systems development. / Knowledgeable about school systems and takes part in supporting an effective learning environment. / Demonstrates a solid understanding of general/regular education systems and the nature of systems change. Facilitates practices that create safe, supportive and effective learning environments for all students.
4b: Case Management / Unable to prioritize tasks and responsibilities to maintain and manage a case load. / Has shown the ability to prioritize tasks and responsibilities in order to practice time management skills to maintain an agreed upon case load. Case load management may include, but is not limited to, meeting agreed upon timelines, helping to facilitating team decisions when needed to determine a course of action, attending meetings related to students on their caseload, and requesting assistance when needed. / Displays a solid ability to prioritize tasks and responsibilities in order to practice effective time management skills to maintain an agreed upon case load. Case load management may include, but is not limited to, meeting agreed upon timelines, helping to facilitating team decisions when needed to determine a course of action, attending meetings related to students on their caseload, and requesting assistance when needed. / Consistently demonstrates the ability to prioritize tasks and responsibilities in order to practice effective time management skills to successfully maintain an expected case load. Case load management may include, but is not limited to, meeting agreed upon timelines, helping to facilitating team decisions when needed to determine a course of action, attending meetings related to students on their caseload, and requesting assistance when needed.
4c: Professional Practice / Displays little understanding of the Washington Administrative Code relating to special education services and does not pursue continuing professional development. / Displays a basic understanding of community resources and practices according to the Washington Administrative Code relating to special education services, and takes part in district directed professional development. Practices according to ethical, professional and legal standards, including the Washington Administrative Code. / Demonstratives a solid understanding of community service models that serve children and families. Practices according to ethical, professional and legal standards, including the Washington Administrative Code. Pursues continuing professional development. / Practices in ways that demonstrates an understanding of various service models and methods; public policy development applicable to services to children and families; and ethical, professional and legal standards, including the Washington Administrative Code. Participates in continuing professional education and professional organizations/associations.
4d: Information Technology / Does not utilize the computer independently. / Utilizes district mandated record management systems and communications. / Demonstrates a solid understanding and utilizes current technology. / Is highly proficient with current technology resources for children, teachers, and psychologists. Consults with building and district staff regarding use of technology within the educational setting. Acts as a resource to others regarding assistive technology as it applies to individualized programming.
SCHOOL PSYCHOLOGIST