School Psychologist

STANDARD 5.A: Data-based decision making and accountability: Certified school psychologists have knowledge of varied models and methods of assessment as part of a systematic process of data-based decision making that permeates every aspect of professional practice.

Criteria 1: Decision-making processes

  • Influence the policies and procedures for decision-making and problem-solving that permeates all aspects of service delivery across multiple levels.

Criteria 2: Data driven decision-making

  • Influence the policies and procedures for building and district data-driven decision-making.

Criteria 3: Culturally responsive decision-making

  • Influence policies, procedures, and practices of colleagues to apply knowledge of the impact of family background, cultural and linguistic diversity, early life experiences, and disabilities on learning and performance in order to inform decision making.

STANDARD 5.B: Consultation and collaboration: Certified school psychologists have knowledge of behavioral, mental health, collaborative, and other consultation models and methods and of their application to individual and contextual situations; collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.

Criteria 1: Collaborative processes

  • Lead others to implement models, strategies and methods in collaborative consultation activities to promote effective service deliveries school and/ or district wide.

Criteria 2: Impact of collaboration

  • Assess the positive impact of collaborative consultation service activities at the school and or district level.

STANDARD 5.C: Interventions and Instructional Support to Develop Academic Skills Certified school psychologists have knowledge of the influence of biological, cultural, linguistic, and early life experiences on academic development and collaborate with others to access, implement, and evaluate services at universal, targeted, and intensive levels using a variety of culturally and developmentally appropriate assessments.

Criteria 1: Evaluating appropriate assessments

  • Contribute and lead the school team to evaluate assessment and data collection methods to serve the school building and district.

Criteria 2: Evaluating appropriate collaborative services

  • Lead others to develop a continuum of services and evaluate their effectiveness.

Criteria 3: Positive impact of services on learning

  • Lead others to develop a continuum of services at the universal, targeted, and intensive levels for positive impact on student; lead others to evaluate the resources necessary for delivery; evaluate their effectiveness.

STANDARD 5.D: Interventions and Mental Health Services to Develop Social and Life Skills: Certified School Psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; collaborate with others, to develop implement, and evaluate services that support socialization, cultural competence, learning, and mental health for positive impact on student learning.

Criteria 1: Mental health assessments

  • Contribute and lead the school teams to evaluate social-emotional, behavioral, and mental health assessments and data collection methods to serve the school building and district.

Criteria 2: Collaboration with mental health providers

  • Lead others to develop a continuum of social-emotional, behavioral, and mental health services and evaluate their effectiveness.

Criteria 3: Mental health services

  • Lead others to develop a continuum of social-emotional, behavioral, and mental health services at the universal, targeted, and intensive levels for positive impact on student; lead others to evaluate the resources necessary for delivery; evaluate their effectiveness.

STANDARD 5.E: School-wide Practices to Promote Learning Certified school psychologists have knowledge of general and special education, evidence-based practices, and equity pedagogy that responds to the needs of the learners; demonstrate skills to manage time effectively, respond to the learning needs of the individual students, and plan and measure positive impact on student learning.

Criteria 1: Learning environment

  • Participate in district-level committee work and influence district level decisions through analysis of organization and system structures that create and maintain support learning environments for children and others.

Criteria 2: Time/service management

  • Lead others to evaluate data on time and service delivery and to and revise building and district policies and procedures for effective management school psychologist work.

Criteria 3: Focus on Positive Impact

  • Advocate for program structures, supports, and parameters that effectively support students in general and special education at the universal, targeted, and intensive levels.

Criteria 4: Consulting role

  • Guide and provide input to curriculum and other education decisions; consults with leadership to provide analysis of system-wide variables affecting learning and mental health.

STANDARD 5.F: Prevention and Responsive Services Certified school psychologists have knowledge of principles of resilience and risk factors and demonstrate skills in multi-tiered delivery of services that respond to crisis and promote learning and mental health across cultures. 

Criteria 1: Prevention services

  • Lead review and revision of building and district prevention services.

Criteria 2: Responsive services

  • Lead review and revision of crisis preparation and response services.

STANDARD 5.G: School Collaboration Services Certified school psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery; facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social-behavior outcomes for children.

Criteria 1: Family- school partnerships

  • Influence the policies and procedures that facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.

Criteria 2: Cross-cultural community collaboration

  • Lead and influences district-wide activities addressing evidence-based strategies to support family influences on children’s learning and mental health and can identify and employ strategies to develop successful collaboration models between families and schools.

STANDARD 5.H: Diversity in Development and Learning: Certified school psychologists have knowledge of the principles and research related to culture, linguistic development, context, individual and role differences; work collaboratively to provide professional services that respond to the diverse needs of individuals and families; advocate for social justice and equity pedagogy.

 Criteria 1: Culturally responsive services

  • Lead collegial, building and/or district awareness of effectiveness of services for historically marginalized students and families.

Criteria 2: Culturally appropriate services 

  • Lead analysis of the effectiveness of services designed to meet the needs of historically marginalized students and families.

Criteria 3: Advocating for equity

  • Facilitate colleagues to reflect on their own practice in equity pedagogy; Provides in-service to colleagues to integrate equity pedagogy throughout system.

STANDARD 5.I: Research and Program Evaluation: Certified school psychologists have knowledge of research, statistics, and evaluation methods; evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services at individual, group, and systems levels.

Criteria 1: Data driven program evaluation

  • Lead teams to conduct data-driven program evaluation and planning.

Criteria 2: Research-driven services

  • Conduct, analyze, and communicate building, district, or community research in collaboration with university partners.

Criteria 3: Data collection systems and analysis

  • Analyze the choices and applications of techniques and technology resources for data collection, measurement, and analysis.

STANDARD 5.J: Legal Ethical, and Professional Practice: Certified school psychologists have knowledge of the history and foundations of their profession; of multiple service models and methods; of ethical, professional, and legal standards, including the Washington Administrative Code and federal and state accountability legislation; practice in ways that are consistent with applicable standards; engage in responsive ethical and professional decision-making; and apply professional work characteristics.

Criteria 1: Ethical, legal, and professional standards

  • Lead in the design of curriculum, structures, and policy to assure adherence to ethical and legal standards.

Criteria 2: Modeling ethical decision-making

  • Lead others in the practice of responsive ethical and professional decision-making.

Criteria 3: Professional growth planning

  • Lead others to build systems of professional learning.

STANDARD 5.K: Emerging and Assistive Technologies: Certified school psychologists have knowledge of and access, implement, and evaluate technology relevant to their work and to the instructional needs of individuals with disabilities.

Criteria 1: Information and technology resources

  • Lead others to critically assess the quality of application of technology.

Criteria 2: Technology for student learning

  • Lead others to explore innovative uses of technologies; evaluates= effectiveness; articulate research on innovations.