School Psychology Practice and Development

The intern has knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development. (NASP Standard 2.10)

1. Demonstrates adherence to confidentiality standards as reflected in written and verbal communication about individual student case records.

2. Accurately differentiates sole possession notes from student record notes and knows under what conditions a sole possession note is considered a part of a case record.

3. Interprets and applies FERPA.

4. Indicates to supervisor situations that present ethical dilemmas prior to taking action.

5. Interprets and practices secure test procedures.

6. Can accurately state when and how a dissenting examiner report is to be written.

7. Practices professional courtesy to others.

8. Demonstrates cultural sensitivity in written and verbal communication with student, parents and peers.

9. Demonstrates sensitivity for the economically disadvantaged in communication with parents and students.

10. Demonstrates understanding of the extent of their level of professional development and responsibly perform duties as an intern, by not exceeding or abdicating these responsibilities.

11. Disseminates confidential information within the educational parameters of "need to know".

12. Demonstrates appropriate progress in professional independence.

13. Demonstrates knowledge of and can state the organizational chain of command.

14. Operates within the organizational chain of command.

15. Demonstrates ability to negotiate compromise while maintaining the role of child advocate.

16. Identify and measure the impact of your knowledge of the school psychology profession for a student or targeted student group.

Data Based Decision Making and Accountability

School psychologists have knowledge of varied models and methods of assessment that yield information useful in understanding problems, in identifying strengths and needs, and in measuring progress and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. Data-based decision-making permeates every aspect of professional practice. (NASP Standard 2.1)

1. Interprets referral concerns and writes referral questions specific to referral concerns.

2. Demonstrates procedures for answering referral questions.

3. Conducts appropriate objective systematic classroom observations.

4. Conducts appropriate teacher, parent, student interviews.

5. Administers test(s) appropriate for age of student and for referral concerns.

6. Administers inventory / instrument(s) appropriate for age and concerns.

7. Administers psychological test(s) within appropriate time frame.

8. Demonstrates understanding of educational evaluation instruments and data.

9. Demonstrates understanding of speech evaluation instruments and data.

10. Demonstrates understanding of adaptive behavior evaluation instruments and data.

11. Demonstrates understanding of motor skills evaluation instruments and data.

12. Demonstrates understanding of SBLC process.

13. Demonstrates understanding of referral problem progression from 504 through 1508 Evaluation.

14. Can logically and accurately state the rationale for pre-referral interventions prior to individual assessment.

15. Can change the form without changing the substance of questions in the administration of self-report measures.

16. Demonstrates out of protocol assessment skills and can accurately state rationale of use.

17. Demonstrates through work product and practice knowledge and understanding of the application of Bulletin 1508 to the assessment of students.

18. Demonstrates understanding of differential diagnosis process.

19. Demonstrates understanding of drug effects upon student performance in psychoeducational assessment.

20. Demonstrates understanding of role of multicultural influences in psychoeducational assessment.

21. Learns, scores and administers a self-taught assessment instrument.

22. Identify and measure the impact of your knowledge of data-based decision making for a student or a targeted group of students.

The intern has knowledge of human learning processes and of direct and indirect services, including instructional interventions and consultation, applicable to the development of cognitive and academic skills. interns, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. (NASP Standard 2.3)

1. Collects data pertinent to referral question (behavioral).

2. Designs interventron appropriate to behavioral concerns.

3. Implements intervention in appropriate manner and time frame to answer behavioral referral question.

4. States rationale of explanation of the results of behavioral intervention pursuant to the referral question.

5. Interprets and writes up results of behavioral intervention.

6. Collects data pertinent to referral question (academic).

7. Designs intervention appropriate to academic concerns.

8. Implements intervention in appropriate manner and time frame to answer referral question.

9. States rationale of explanation of the results of academic intervention pursuant to the referral question.

10. Interprets and writes up results of academic intervention.

11. Communicates intervention strategy appropriate to teacher.

12. Communicates intervention strategy appropriate to parent.

13. Communicates intervention strategy appropriate to student.

14. Recognizes need to refer to appropriate outside agencies/resources.

15. Demonstrates good closure skills for pre-referral intervention(s).

16. Demonstrates scientific method through application of intervention strategies and analysis of data.

17. Demonstrates knowledge of and can apply, at a minimum, three individual educational interventions.

18. Demonstrates knowledge of and can apply, at a minimum, three individual behavioral interventions.

19. Demonstrates knowledge of and can apply, at a minimum, three classwide behavioral interventions.

20. Demonstrates knowledge of resources for intervention activities, strategies and techniques.

21. Identify and measure the impact of an instructional intervention for a single student.

The intern prepares written reports and evaluations prepared in the specified format and time limits, computations are accurate, and test protocols are completed as specified.

1. Test protocols are completed accurately.

2. Data are interpreted and synthesized into a meaningful, informative, easy to read and understand report and recommendations.

3. Assessment discrepancies are referenced in appropriate "margin notes" on test protocols and case notes.

4. Reports are written/typed in a timely manner.

5. Pertinent forms/cards/documentation are completed to open and/or close cases.

6. Demonstrates ability to accurately use computer scoring systems.

7. Practices closure and efficient use of student time while conducting psychoeducational assessments.

8. Completes appropriate sequence(s) of assessment tasks in a timely manner.

9. Demonstrates understanding of corrective action procedures for "aborted" tests.

10. Demonstrates understanding of flexible nature of report shells and amends same appropriately.

The intern effectively interprets and shares, with parents, teachers and other appropriate school personnel, information from psychoeducational assessment, counseling, and/or consultation in a meaningful manner and exhibits sensitivity to the needs of the students and families involved.

1. Effectively and sensitively interprets evaluation results/data to parents.

2. Effectively and sensitively interprets evaluation results/data to teachers.

3. Effectively and sensitively interprets evaluation results/data to team members in staffing.

4. Interprets evaluation results without exceeding the limitations of the assessment tools used.

5. Utilizes disclaimers where appropriate.

6. Accurately and effectively explains discrepant data in evaluation reports.

7. Writes letters to parents without use of jargon, yet effectively communicates abstract assessment issues.

8. Describes student behavior without attribution.

9. Disseminates information within timely manner, consistent with student needs.

10. Extensions requested appropriately.

11. Adheres to procedural sequence in dissemination of student specific information, i.e., supervisor of special education (1 st), parent (2nd), schools (3rd) and third parties (4th).

12. Appropriately documents oral interpretations to parents.

13. Appropriately documents oral interpretations to teachers and others.

14. Adequately prepares for questions to be asked by parents.

15. Adequately prepares for questions to be asked by teachers and administrators.

The intern has knowledge of behavioral, mental health, collaborative, and/or other consultation models methods and methods and of their application to particular situations. interns collaborate effectively with others in planning and decision-making processes at the individual, group and system levels. (NASP Standard 2.2)

1. Demonstrates the difference between formal and informal school structure/administration.

2. Effectively utilizes the formal and informal school structure/administration to accomplish consultative goals.

3. Accurately assesses school climate and adapts consultation style appropriately.

4. Demonstrates the ability to diffuse confrontations with teachers and administrators.

5. Demonstrate positive attitude in consultation style.

6. Demonstrates solution focused consultative efforts that reflect concrete (observable) outcomes.

7. Demonstrates follow through to consultation with teachers and administrators.

8. Conducts follow up activities to consultation and documents same.

9. Assesses and responds to/influences consumer receptivity to change in practices.

10. Solicits and considers viewpoints of others.

11. Solicits and analyzes feedback re: collaborative process and acts on feedback to modify own behavior.

12. Defines by personal practices consultative role as supportive, as opposed to authoritative.

13. Models and promotes collaborative behaviors between and among parents and educators.

14. Demonstrates consistency in consultative style within case specific situations.

15. Demonstrates empowerment skills in consultative strategies with teachers.

16. Demonstrates empowerment skills in consultative strategies with parents.

17. Demonstrates empowerment skills in consultative strategies with administrators.

18. Demonstrates skill(s) of shared problem management.

19. Effectively and appropriately uses diagnostic instruments in consultative relationship with parents.

20. Effectively and appropriately uses diagnostic instruments in consultative relationship with teachers.

21. Identify and measure the curricular or behavioral impact of a teacher consultation (or series of consultations) on the performance of a specific student or a targeted group of students.

The intern has knowledge of human developmental processes and of direct and indirect services, including consultation, behavioral assessment/intervention, and counseling, applicable to the development of behavioral, affective, adaptive and social skills. interns, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths and needs, implement interventions to achieve those goals, and evaluate the effectiveness of interventions. (NASP Standard 2.4)

1. Based upon referral concern, appropriately determines when individual or group counseling techniques are appropriate.

2. Has logical, meaningful planned activities for counseling sessions.

3. Documents contacts with client through progress notes.

4. Maintains confidentiality of counseling sessions.

5. Recognizes when to terminate counseling.

6. Terminates effectively.

7. Demonstrates ability to document student progress using S O A P note format (subjective, objective, assessment, plan).

8. Demonstrates the ability to identify when students reveal problems that are beyond the scope of the counseling session and are appropriately referred to the supervisor.

9. Demonstrates ability to monitor nonverbal and verbal communication of self and others.

10. Can state limits of confidentiality with minors.

11. Identify and measure the student impact of a counseling intervention(s) for a student or targeted group of students.

Rating: 1st Semester

 

Prevention, Crisis Intervention, and Mental Health

The intern has knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote mental health and physical well-being of students. (NASP Standard 2.7)

1. Demonstrates knowledge of national organizations that foster awareness, provide training and direct assistance to schools in prevention, crisis intervention and mental health.

2. Demonstrate knowledge of human development and psychopathology as factors that influence student performance in the curricular and social aspects of their school experience.

3. Identify specific behaviors significant to child/adolescent psychopathology and the impact of such pathology on student's academic and social performance.

4. Identify and apply effective prevention strategies for common school crisis situations.

5. Develop an checklist of quality indicators for a crisis intervention program.

6. Demonstrate knowledge of your school systems crisis/safety plan and of the specific crisis/safety plan for your school.

7. Demonstrate collaborative techniques specific to crisis situations, and differentiate same from non-crisis collaboration techniques.

8. Objectively define the role of the school psychologist as a mental health provider and identify areas in which school systems provide mental health services in active support of student health, adjustment and personal growth and development.

9. Complete a psychosocial intake for a student referred to school-based psychiatric services.

10. Identify and measure components of school climate that affect the curricular and behavioral performance of students in a single class.

Rating: 1st Semester

 

Professional Conduct

A. Establishes a good working relationship with staff.

1. Responds appropriately to input/directions from team members.

2. When seeking out advice/information, is able to act on that information promptly.

3. Demonstrates effective interpersonal communication and personal management style.

4. Demonstrates creativity, initiative, flexibility, and adaptability.

B. A good listener.

1. Does not pre-empt the teacher(s) explanations of student performance.

2. Demonstrates, through speech and posture, receptivity to ideas of others.

3. Differentiates listening for therapeutic support from information gathering or clarification.

C. Arrives to work and meetings on time.

1. Sign in and out of schools or PAC office.

2. Report to schools on time and consistent with your schedule.

3. Ifyou must be absent or late, notify schools, PAC office, and/or parents.

D. Grooming and personal appearance consistent with system policy.

1. Present a professional appearance.

E. Maintains professional manner in interactions with parents, teachers, etc.

1. When speaking to parents, refers to teachers as Mr. and Ms.

2. When speaking to teachers, refers to parents as Mr. and Ms.

3. Does not by word or deed discredit a teacher/parent to another teacher/parent.

F. Follows through on suggestions from supervisor about proffesional practice.

1. Demonstrates observable change in professional behavior consistent with supervisor(s) suggestions.

G. Accepts feedback about own performance positively.

1. Demonstrates through positive attitude and actions, acceptance of feedback.

H. Offers suggestions and criticisms to appropriate supervisor in private.

1. Engages in professionally appropriate challenges of performance critiques.

2. Maintains professional demeanor during resolution of professional differences.

I. Makes data based recommendations.

1. Utilizes formal and informal data in the application of scientific methodology to direct recommendations

2. Can state rationale for recommendations in terms of scientific application of data.

Comments:

Evaluator(s) Signatures:
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2.	Date:
intern Signature:
Date:

 

 

 

 

 

 

2nd Semester Composite Rating:

 

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Pupil Appraisal Center
Lafourche Parish School Board