Psych-Social Worker Eval, Insight Edits Rubric

SCHOOL PSYCHOLOGIST AND SOCIAL WORKER EVALUATION RUBRIC TEM Rubric Revised 9/16/2011
PLANNING 1: ASSESSMENT AND COUNSELING OF INDIVIDUAL STUDENTS AND GROUPS

5 Significantly Above Expectations For Level 5, all of the evidence listed under Level 3 is present, as well as three or more of the following: 4 Above Expectations For Level 4, all of the evidence listed under Level 3 is present, as well as at least two of the following: 3 Meeting Expectations The following best describes what is observed: 2 Below Expectations The following best describes what is observed: 1 Significantly Below Expectations The following best describes what is observed:
A thorough profile of the students functioning and capabilities as a social being is developed. Treatment progress is assessed and revisions are made to treatment goals as needed. A variety evidence-baaed counseling techniques are used. Preparation includes monitoring strategies such as pre/post-test measures.
A thorough profile of the students functioning and capabilities as a social being is developed. Treatment progress is assessed and revisions are made to treatment goals as needed. A variety evidence-baaed counseling techniques are used. Preparation includes monitoring strategies such as pre/post-test measures.
Thorough assessments are completed to determine schools group counseling needs. Groups are developed in response to identified needs. Psychologist/Social Worker is thorough in obtaining necessary information pertaining to social history/presenting problems. Appropriate diagnostic instruments are administered when necessary. Treatment goals are developed relevant to presenting problems and participants.
Limited assessments are completed to determine schools group counseling needs. Groups are developed, but not necessarily in response to identified needs. Psychologist/Social Worker obtains minimal information required for social history/presenting problems. Diagnostic instruments are occasionally administered. Treatment goals are general and are not specific to presenting problems. Some suggestions are provided but little is done to assist in problem clarification.
No assessments are completed to determine schools group counseling needs. Groups are not developed. Psychologist/Social Worker does not obtain information required for social history/presenting problems. Diagnostic instruments are not administered. Treatment goals are not developed.
SP and SSW Performance Evaluation 2011
PLANNING 2: DETERMINING STUDENT EVALUATION NEEDS

5 Significantly Above Expectations For Level 5, all of the evidence listed under Level 3 is present, as well as two or more of the following: 4 Above Expectations For Level 4, all of the evidence listed under Level 3 is present, as well as at least one of the following: 3 Meeting Expectations The following best describes what is observed: 2 Below Expectations The following best describes what is observed: 1 Significantly Below Expectations The following best describes what is observed:
Psychologist/Social Worker selects, from a broad repertoire, those assessments that are most appropriate to the referral questions. When results are unclear, additional measures are administered. Psychologist/Social Worker continues to explore new /improved methods of assessment, and administers at least two new measures.
Psychologist/Social Worker selects, from a broad repertoire, those assessments that are most appropriate to the referral questions. When results are unclear, additional measures are administered. Psychologist/Social Worker continues to explore new /improved methods of assessment, and administers at least two new measures.
Psychologist/Social Worker administers appropriate evaluation instruments to evaluate. Procedural guidelines and timeframes are followed. Information is gathered from a variety of sources in order to provide a complete profile of the student.
Psychologist/Social Worker uses a limited number of evaluation instruments to evaluate students. Procedural guidelines and timeframes are not always followed.
Psychologist/Social Worker resists administering evaluations. Psychologist/Social Worker selects instruments inappropriate to the situation. Procedural guidelines and timeframes are not followed.
PLANNING 3: FOLLOWS STATE AND FEDERAL REGULATIONS 4-Above Expectations

For Level 5, all of the evidence listed under Level 3 is present, as well as two or more of the following: For Level 4, all of the evidence listed under Level 3 is present, as well as at least one of the following:
3-Meeting Expectations
The following best describes what is observed:
2-Below Expectations
1-Significantly Below Expectations

Psychologist/Social Worker demonstrates extensive knowledge of state and federally mandated laws and serves as a reference for others. Psychologist/Social Worker is adept at ensuring special education guidelines applicable to MCS students are followed. Psychologist/Social Worker applies laws appropriately and ensures other service providers are compliant.
Psychologist/Social Worker demonstrates extensive knowledge of state and federally mandated laws and serves as a reference for others. Psychologist/Social Worker is adept at ensuring special education guidelines applicable to MCS students are followed. Psychologist/Social Worker applies laws appropriately and ensures other service providers are compliant.
Psychologist/Social Worker demonstrates considerable knowledge of state and federally mandated laws. Psychologist/Social Worker applies laws appropriately.
Psychologist/Social Worker demonstrates some knowledge of state and federally mandated laws. Psychologist/Social Worker sometimes applies laws appropriately.
Psychologist/Social Worker lacks knowledge of state and federally mandated laws. Psychologist/Social Worker does not apply laws appropriately.
DELIVERY OF SERVICES 1: INFORMATION GATHERING AND FEEDBACK

5 Significantly Above Expectations For Level 5, all of the evidence listed under Level 3 is present, as well as two or more of the following: 4 Above Expectations For Level 4, all of the evidence listed under Level 3 is present, and at least one of the following: 3 Meeting Expectations The following best describes what is observed: 2 Below Expectations The following best describes what is observed: 1 Significantly Below Expectations The following best describes what is observed:
Psychologist/Social Worker relates this sessions relationship to the overall plan. Current content is placed within a broader perspective or related to familiar events/situations. Resources for parents and teachers are provided. When needed, psychologist/social worker requests information from other sources (reports, letters, etc.).
Psychologist/Social Worker relates this sessions relationship to the overall plan. Current content is placed within a broader perspective or related to familiar events/situations. Resources for parents and teachers are provided. When needed, psychologist/social worker requests information from other sources (reports, letters, etc.).
Procedures for referrals/meetings are clear and followed. Psychologist/Social Worker demonstrates complete gathering of information for social history/presenting problems. Information from other sources is reviewed and utilized. Content of the session is effectively summarized and specific recommendations that were discussed are reviewed. When necessary, follow-up meetings or upcoming events are discussed and/or scheduled.
Procedures for referrals/meetings can be unclear or may not appropriately followed. Psychologist/Social Worker demonstrates an incomplete gathering of information for social history/presenting problems Information from other sources is occasionally reviewed and utilized. Content of the session is ineffectively summarized and specific recommendations that were discussed are rarely reviewed. Follow-up meetings or upcoming events are occasionally discussed and/or scheduled.
Procedures for referrals/meetings are lacking. Does not gather information or ask questions relevant to presenting problems. Information from other sources is not reviewed or utilized. Content of the session is not summarized and specific recommendations that were discussed are not reviewed. Follow-up meetings or upcoming events are rarely discussed and/or scheduled.
DELIVERY OF SERVICES 2: DIRECT SERVICE PROVISION
Psychologist/Social Worker communicates the belief that all participants have valuable input. Psychologist/Social Worker exhibits behaviors that reinforce the effort as well as the accomplishment of the participant. Psychologist/Social Worker relates this sessions relationship to the overall plan. Current content is placed within a broader perspective or related to familiar events/situations. Evidence-based practices are effectively utilized throughout the process.
Psychologist/Social Worker communicates the belief that all participants have valuable input. Psychologist/Social Worker exhibits behaviors that reinforce the effort as well as the accomplishment of the participant. Psychologist/Social Worker relates this sessions relationship to the overall plan. Current content is placed within a broader perspective or related to familiar events/situations. Evidence-based practices are effectively utilized throughout the process.
Psychologist/Social Worker always demonstrates positive verbal and non-verbal behaviors that promote a purposeful relationship with the participants. The purpose and objectives of session are clearly articulated. Treatment goals are specific to presenting problems. Strategies and materials used are appropriate for the level of the participant in the session or the learner audience. Active participation by all participants fostered. Participants are effectively assisted in exploring problem clarification and alternative solutions. Opportunities for participants to practice skills or concepts are always provided. Content of the session is effectively summarized and specific recommendations that were discussed are reviewed.
Psychologist/Social Worker sometimes demonstrates positive verbal and non-verbal behaviors that promote a purposeful relationship with the participants. The purpose and objectives of session are unclear at times. Treatment goals are general, not specific to presenting problems. Strategies and materials used are sometimes appropriate for the level of the participant in the session or the learner audience. Active participation by all participants sometimes fostered. Some suggestions are provided but little done to assist in problem clarification. Opportunities for participants to practice skills or concepts are sometimes provided. Content of the session is ineffectively summarized and specific recommendations that were discussed are rarely reviewed.
Psychologist/Social Worker rarely demonstrates positive verbal and non-verbal behaviors that promote a purposeful relationship with the participants. The purpose and objectives of session are unclear. There are no treatment goals. Strategies and materials used are not appropriate for the level of the participant in the session or the learner audience. Active participation by all participants not fostered. Participants are not assisted in exploring problem clarification and alternative solutions and no recommendations are made. Opportunities for participants to practice skills or concepts are not provided. Content of the session is not summarized and specific recommendations that were discussed are not reviewed.
Notes:
SP and SSW Performance Evaluation 2011 5
DELIVERY OF SERVICES 3: MANAGING CRISIS SITUATIONS
Psychologist/Social Worker assumes a leadership role in crisis situations. Responsibility is delegated and tasks are managed to ensure resolution. Consequences and outcomes of crisis situations are anticipated and plans are made to address them.
Psychologist/Social Worker assumes a leadership role in crisis situations. Responsibility is delegated and tasks are managed to ensure resolution. Consequences and outcomes of crisis situations are anticipated and plans are made to address them.
Psychologist/Social Worker successfully assists with crisis management. A thorough risk assessment is conducted. Recommendations are made to address immediate needs. Follow-up services are offered. Incident reports are completed.
Psychologist/Social Worker assumes some responsibility during crisis situations. Information is gathered from risk assessment and conveyed to supervisor. Recommendations are sometimes made to address immediate needs. Follow-up services are occasionally offered. Incident reports are incomplete.
Psychologist/Social Worker does not assist with crisis management. A risk assessment is not conducted. Recommendations are not made to address immediate needs. Follow-up services are not offered. Incident reports are not completed.
CULTIVATING LEARNING 1: COLLABORATION WITH COLLEAGUES

5 Significantly Above Expectations For Level 5, all of the evidence listed under Level 3 is present, as well as all of the following: 4 Above Expectations For Level 4, all of the evidence listed under Level 3 is present, as well as at least one of the following: 3 Meeting Expectations The following best describes what is observed: 2 Below Expectations The following best describes what is observed: 1 Significantly Below Expectations The following best describes what is observed:
Psychologist/Social Worker participates actively in collaboration that is directed at problem-solving schoolwide issues. Psychologist/Social Worker works with team members and others to solve problems and develop solution to team or programmatic issues.
Psychologist/Social Worker participates actively in collaboration that is directed at problem-solving schoolwide issues. Psychologist/Social Worker works with team members and others to solve problems and develop solution to team or programmatic issues.
Psychologist/Social Worker regularly attends meetings, provides meaningful input and promotes intelligent discussions. Procedures for all aspects of referral and testing protocols are clear, have been developed in consultation with school staff, and are followed. Psychologist/Social Worker consults frequently with colleagues, tailoring evaluations to the questions raised in the referral.
Psychologist/Social Worker regularly attends meetings but provides little to the discussion. Procedures are developed for referrals but are not always clear and followed. Psychologist/Social Worker consults on a sporadic basis with colleagues, making partially successful attempts to tailor evaluations to the questions raised in the referrals.
Psychologist/Social Worker does not regularly attend meetings. Procedures for referrals are not developed. Psychologist/Social Worker fails to consult with colleagues or to tailor evaluations to the questions raised in the referral.
CULTIVATING LEARNING 2: LEADERSHIP ROLE IN IMPROVING EDUCATION

Psychologist/Social Worker conducts training for school staff. Psychologist/Social Worker assists in establishing school goals and takes an active role in achieving them. Psychologist/Social Worker promotes parent and community interest in school. Psychologist/Social Worker implements curricular and extra-curricular activities.
Psychologist/Social Worker conducts training for school staff. Psychologist/Social Worker assists in establishing school goals and takes an active role in achieving them. Psychologist/Social Worker promotes parent and community interest in school. Psychologist/Social Worker implements curricular and extra-curricular activities.
Staff needs are assessed regularly. Materials and resources are shared with school colleagues. School colleagues are assisted in identifying and solving instructional and behavioral problems. Feedback and recommendations are provided beyond what is required. Relationships with colleagues are cordial. Psychologist/Social Worker participates actively in school and district events and projects.
Psychologist/Social Worker educates staff informally, in meetings, etc. Feedback occurs only during regularly scheduled meetings. Relationships with colleagues do not extend beyond meetings and formal engagements. Involvement in school and district events or projects is minimal.
Psychologist/Social Worker dos not assess staff needs or share resources. Feedback and recommendations are rarely provided to school staff. Relationships with colleagues are negative or self-serving. Psychologist/Social Worker does not participate in school and district events and projects.
PROFESSIONALISM 1: PERFORMS PROFESSIONAL RESPONSIBILITIES EFFICIENTLY

Psychologist/Social Worker is willing to arrive early to provide assistance as necessary. Reflection of own practice is highly accurate and perceptive, citing specific examples, and generating ways for self-improvement. Psychologist/Social Worker mentors peers. Psychologist/Social Worker provides more than 400 service units per year. Psychologist/Social Worker understands the characteristics and effects of the cultural and environmental milieu of the student/family, including cultural and linguistic diversity as well as socioeconomic level, and provides appropriate interventions and education for others.
Psychologist/Social Worker is willing to arrive early to provide assistance as necessary. Reflection of own practice is highly accurate and perceptive, citing specific examples, and generating ways for self-improvement. Psychologist/Social Worker mentors peers. Psychologist/Social Worker provides more than 400 service units per year. Psychologist/Social Worker understands the characteristics and effects of the cultural and environmental milieu of the student/family, including cultural and linguistic diversity as well as socioeconomic level, and provides appropriate interventions and education for others.
Psychologist/Social Worker adheres to school policies and procedures. Psychologist/Social Worker is on time for sessions, meetings, etc Psychologist/Social Worker is rarely absent. Reflection on own practice is moderately accurate and objective without citing specific examples and with global suggestions for improvement. Psychologist/Social Worker provides a minimum of 400 service units per year. Psychologist/Social Worker provides an average of 6 weekly face-to-face services to students. Psychologist/Social Worker demonstrates knowledge of the cultural and environmental differences amongst students and their families.
Psychologist/Social Worker sometimes does not adhere to school policies or procedures. Psychologist/Social Worker is occasionally late for sessions, meetings, etc. Psychologist/Social Worker is sometimes absent. Required program paperwork is sometimes submitted late or requires repeated requests for submission. Reflections on own practice are inaccurate or selfserving. Psychologist/Social Worker provides 360-399 service units per year. Psychologist/Social Worker has some knowledge of the cultural and environmental differences amongst students and their families.
Psychologist/Social Worker does not adhere to school system policies or procedures. Psychologist/Social Worker is frequently late for sessions, meeting, etc. Psychologist/Social Worker is frequently absent. Required program paperwork is frequently submitted late or requires repeated requests for submission. Psychologist/Social Worker does not reflect on own practice/performance. Psychologist/Social Worker provides fewer than 360 service units per year. Psychologist/Social Worker does not understand and is not sensitive to cultural and environmental differences amongst students/families.
PROFESSIONALISM 2: IMPROVES PROFESSIONAL SKILLS AND KNOWLEDGE

Psychologist/Social Worker actively pursues professional development opportunities beyond those required by the district. Substantial contributions to the profession are made through such activities as offering workshops to colleagues. Feedback is sought independently and utilized to improve practice.
Psychologist/Social Worker actively pursues professional development opportunities beyond those required by the district. Substantial contributions to the profession are made through such activities as offering workshops to colleagues. Feedback is sought independently and utilized to improve practice.
Psychologist/Social Worker participates in professional development activities required by the district. When feedback is offered, it is considered and revisions are made in order to improve skills. Psychologist/Social Worker is responsive to supervision. Psychologist/Social Worker Implements recommendations when provided.
Psychologist/Social Worker participation in professional development on occasion or when it is convenient. Psychologist/Social Worker attends monthly supervision sessions but is not responsive to feedback. Feedback is rarely sought independently. Psychologist/Social Worker does not implement recommendations.
Psychologist/Social Worker does not pursue opportunities to expand his/her knowledge base or acquire new skills. Psychologist/Social Worker does not attend scheduled monthly supervision sessions. Psychologist/Social Worker does not seek feedback or implement recommendations.
10
PROFESSIONALISM 3: MAINTAINING TIMELY, ACCURATE, THOROUGH DOCUMENTATION (Social Workers)

An efficient management system is in place for preparing and maintaining all appropriate records. Records and other documentation are accurate and legible, well organized, and stored in a secure location. Records are written to be understandable by another qualified professional. Treatment plans are individualized and diagnostic impressions are appropriate to presenting problems.
An efficient management system is in place for preparing and maintaining all appropriate records. Records and other documentation are accurate and legible, well organized, and stored in a secure location. Records are written to be understandable by another qualified professional. Treatment plans are individualized and diagnostic impressions are appropriate to presenting problems.
A management system is in place for preparing and maintaining records. All records contain guardian consent for services. Documentation is accurate, legible, well organized, and secure. Progress notes are completed and filed for each service provided. 100% of treatment plans are completed within required 30 days (initial) and 6 months (updates). Counseling documentation and/or assessments contain few grammatical or typographical errors.
Documentation is accurate and legible. Closing paperwork is not submitted in a timely fashion Progress notes are not completed. Some appropriate information may be lacking and phrasing is often used that fails to create individualized plans. Plans are poorly organized and there is sometimes failure to address all relevant issues. 99-90% of treatment plans are completed within required with 30 days (initial) and 6 months (updates).
Consents, progress notes, treatment plans, and other documentation is in disarray, missing, illegible, or stored in a non-secure location. Less than 90% of treatment plans are completed within required with 30 days (initial) and 6 months (updates). Documentation contains many grammatical or typographical errors.
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PROFESSIONALISM 4: MAINTAINING TIMELY, ACCURATE, THOROUGH DOCUMENTATION (Psychologists)

An efficient management system is in place for preparing and maintaining all appropriate records. Reports are individualized. A wide variety of descriptors, terms, and phrases are used to create high-quality reports. It is evident that all appropriate eligibility categories have been considered.
An efficient management system is in place for preparing and maintaining all appropriate records. Reports are individualized. A wide variety of descriptors, terms, and phrases are used to create high-quality reports. It is evident that all appropriate eligibility categories have been considered.
Documentation is accurate, legible, and stored in a secure location. Records provide accurate and up-to-date information. All records contain guardian consent for services. 95-100% of assessments for the students on caseload are completed within the required timeframe. Psychologist thoroughly analyzes the data obtained and interprets the data accurately. Summative results are always provided in a clear, coherent manner. Data is updated monthly in Easy IEP.
Documentation is accurate and legible. 85-94% of the related service assessments for the students on caseload within the timeframe. Summative results are sometimes provided in manner that is unclear or incoherent. Some appropriate information may be lacking and phrasing is often used that fails to create individualized reports. Results are poorly organized and there is sometimes failure to address all relevant issues. Contact notes are not current.
Psychologist fails to provide summative results or does so in a manner that is grossly disorganized. Information may be included that is inappropriate or incorrect. Less than 85% of the related service assessments for the students on her/his caseload within the timeframe. Documentation contains many grammatical or typographical errors.
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Psych-Social Worker Eval, Insight Edits Rubric

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SCHOOL PSYCHOLOGIST AND SOCIAL WORKER EVALUATION RUBRIC TEM Rubric Revised 9/16/2011

PLANNING 1: ASSESSMENT AND COUNSELING OF INDIVIDUAL STUDENTS AND GROUPS

SP and SSW Performance Evaluation 2011

PLANNING 2: DETERMINING STUDENT EVALUATION NEEDS

SP and SSW Performance Evaluation 2011

PLANNING 3: FOLLOWS STATE AND FEDERAL REGULATIONS 4-Above Expectations

1-Significantly Below Expectations

SP and SSW Performance Evaluation 2011

DELIVERY OF SERVICES 1: INFORMATION GATHERING AND FEEDBACK

SP and SSW Performance Evaluation 2011

SP and SSW Performance Evaluation 2011

CULTIVATING LEARNING 1: COLLABORATION WITH COLLEAGUES

SP and SSW Performance Evaluation 2011

CULTIVATING LEARNING 2: LEADERSHIP ROLE IN IMPROVING EDUCATION

SP and SSW Performance Evaluation 2011

PROFESSIONALISM 1: PERFORMS PROFESSIONAL RESPONSIBILITIES EFFICIENTLY

SP and SSW Performance Evaluation 2011

PROFESSIONALISM 2: IMPROVES PROFESSIONAL SKILLS AND KNOWLEDGE

SP and SSW Performance Evaluation 2011

PROFESSIONALISM 3: MAINTAINING TIMELY, ACCURATE, THOROUGH DOCUMENTATION (Social Workers)

SP and SSW Performance Evaluation 2011

PROFESSIONALISM 4: MAINTAINING TIMELY, ACCURATE, THOROUGH DOCUMENTATION (Psychologists)

SP and SSW Performance Evaluation 2011

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