Identificación y Evaluación

Little or no evidence exists that the school psychologist

demonstrates a respect for individual differences when interacting with others. The school psychologist rarely demonstrates sensitivity to the influence of individual

differences such as race, class, gender, culture, sexual

orientation, and other characteristics.

Partial evidence exists that the school psychologist

demonstrates a respect for individual differences when interacting with others. The school psychologist inconsistently demonstrates sensitivity to the influence of individual differences such as race, class, gender, culture, sexual orientation, and other characteristics.

The school psychologist may model strategies that result in a positive school environment that enhances student learning.

Adequate evidence exists that the school psychologist demonstrates a respect for individual differences when interacting with others. The school psychologist demonstrates sensitivity to the influence of individual

differences such as race, class, gender, culture, sexual

orientation, and other characteristics.

The school psychologist consistently models strategies that result in a positive school environment that enhances student learning.

Significant and varied evidence exists that the school

psychologist demonstrates a respect for individual differences when interacting with others.

The school psychologist demonstrates sensitivity to the influence of individual

differences such as race, class, gender, culture, sexual

orientation, and other characteristics. The school psychologist is adept at identifying and responding appropriately to verbal and non- verbal cues.

The school psychologist consistently models strategies that result in a positive school environment that enhances student learning.

Florida Educator Accomplished Practices: • The Learning Environment

Possible evidence may include sources such as:

Consultation with other professionals, counseling, ecological assessments, email communication, intervention plans, observations, presentations/trainings, Positive Behavior Support (PBS) activities, Problem Solving Team (PST) meetings, recommendations, reports, Problem Solving Leadership Team (PSLT) agendas/notes/outcomes, School Improvement Plans (SIP), school wide and individual behavior plans, Section 504 plans, and/or staffing plans…

Evidence Based Professional Standards: • NASP Domain 8

EPC Discussion Questions:

• What strategies do you use to adjust for a student’s cultural background, developmental level, and learning style? Please provide specific examples.

• How have you applied your knowledge of students in crisis?

2b. Applying appropriate ecological and behavioral theories

Unsatisfactory Needs Improvement or _Developing Effective Highly Effective

Domain 2: The Learning Environment

Little or no evidence exists that the school psychologist applies appropriate ecological and behavioral theories. The school psychologist fails to identify the antecedents, consequences, and/or functions of behavior.

Partial evidence exists that the school psychologist applies appropriate ecological and behavioral theories. The school psychologist inaccurately identifies the antecedents, consequences, and/or functions of behavior and may develop and/or implement ineffective behavior programs.

Adequate evidence exists that the school psychologist applies appropriate ecological and behavioral theories. The school psychologist accurately identifies the antecedents, consequences, and functions of behavior to develop and/or implement effective behavior programs at the individual level.

Significant and varied

evidence exists that the school psychologist applies appropriate ecological and behavioral theories. The school psychologist accurately identifies the antecedents, consequences, and functions of behavior to develop and/or implement effective behavior programs at the individual, group, classroom, and/or school levels.

Florida Educator Accomplished Practices:

• The Learning Environment

• Assessment

Possible evidence may include sources such as:

Classroom consultation notes/emails, ERASE notes, Functional Behavior Assessment

(FBA)/Behavior Intervention Plan (BIP), observation records, Positive Behavior Support (PBS) team participation, Problem Solving Team (PST) meetings, psychological reports, and/or trainings…

Evidence Based Professional Standards:

• NASP Domain 4

EPC Discussion Questions:

• Specifically describe some of the “best practices” strategies that you have used this year and how they relate to improved behavior.

• What resources and/or research-based interventions have you used to meet the needs of students, schools, and families?

• Describe both formal and informal assessment techniques you have used to assess a student’s needs.

3a. Fostering effective two- way

communication

Unsatisfactory Needs Improvement or _Developing Effective Highly Effective

Domain 3: Service Delivery and Instruction

Little or no evidence exists that the school psychologist fosters effective two-way communication.

The school psychologist frequently utilizes ineffective communication strategies. The school psychologist uses limited communication approaches.

Partial evidence exists that the school psychologist fosters effective two-way communication.

The school psychologist occasionally utilizes

ineffective communication strategies.

The school psychologist uses limited communication approaches.

Adequate evidence exists that the school psychologist fosters effective two-way communication.

The school psychologist utilizes effective

communication strategies. The school psychologist uses a variety of communication approaches.

Significant and varied

evidence exists that the school psychologist fosters effective two-way

communication.

The school psychologist adapts communication style and content to a variety of audiences and settings. The school psychologist uses a variety of communication approaches.

Florida Educator Accomplished Practices:

• The Learning Environment

• Instructional Delivery and Facilitation

Possible evidence may include sources such as:

Audience feedback, E-mails, graphs, Individual Performance Plan (IPP), observation, presentation materials, and/or reports/documents…

Evidence Based Professional Standards:

• NASP Domain 2

EPC Discussion Questions:

• What are some specific, effective communication techniques you have applied this year with students, parents, or staff?

• What strategies do you use to adjust for a student’s cultural background, developmental level, and learning style? Please provide specific examples.

• How do you adapt your communication style and content to a variety of audiences and settings?

3b. Gathering information, evaluating needs, and conducting assessments to determine student services

Unsatisfactory Needs Improvement or _Developing Effective Highly Effective

Domain 3: Service Delivery and Instruction

Little or no evidence exists that the school psychologist gathers information, evaluates needs, and conducts assessments to determine student services. The school psychologist, as a part of a multi-disciplinary team, may not collect or analyzes data, uses inappropriate assessment tools.

The school psychologist shares data and recommendations that have limited or no utility.

Partial evidence exists that the school psychologist gathers information, evaluates needs, and conducts assessments to determine student services. The school psychologist, as a part of a multi-disciplinary team, collects and analyzes data from limited sources, and may use assessment tools, provides limited GAP analysis, and progress-monitoring data to evaluate students’ academic, behavioral, and mental health needs.

The school psychologist shares data and recommendations that have limited utility.

Adequate evidence exists that that the school psychologist gathers information, evaluates needs, and conducts

assessments to determine student services.

The school psychologist, as a part of a multi-disciplinary team, collects and analyzes data from a variety of sources, and uses assessment tools, GAP analysis, and progress-monitoring data to evaluate students’ academic, behavioral, and mental health needs.

The school psychologist shares data and recommendations to assist in educational decision- making.

Significant and varied evidence exists that the school

psychologist gathers

information, evaluates needs, and conducts assessments to determine student services. The school psychologist, as a part of a multi-disciplinary team, collects and analyzes a broad spectrum of data from a variety of sources, , and uses multiple assessment tools, GAP analysis, and progress-monitoring data to evaluate students’ academic, behavioral, and mental health needs across all levels of support.

The school psychologist effectively shares data and recommendations to assist in educational decision-making.

Florida Educator Accomplished Practices: • Assessment

• Instructional Design and Lesson Planning

• Instructional Delivery and Facilitation

Possible evidence may include sources such as:

Comprehensive Services Log including number of eligibility staffings, gap analysis, collecting group data for Problem Solving Team/Problem Solving Leadership Team (PST/PSLT) meetings, Individual

Education Plans (IEPs), intervention plans, reports showing a range of assessment tools and sources of information, and/or Review-Interview-Observe-Test/Instruction-Curriculum-Environment-Learner (RIOT/ICEL) documentation…

Evidence Based Professional Standards: • NASP Domain 1

EPC Discussion Questions:

• Describe both formal and informal assessment techniques you have used to assess a student’s needs.

• Are you involved with the implementation of FLPBS? If so, how? If not, how are your teachers assisting with behavior interventions?

• How do you use problem solving to address student or school issues?

4a.Growing and developing professionally

Unsatisfactory Needs Improvement or _Developing Effective Highly Effective