2014-15 School Psychologist Rubric

2015-16 Rubric for Evaluating Colorado’s Specialized Service Professionals:
School Psychologists

Definition of an Effective School Psychologist

Effective school psychologists are vital members of the education team. They are properly credentialed and
demonstrate professional expertise in psychoeducational assessment practices, interventions and crisis
preparedness and response. Effective school psychologists provide services to help all children and youth succeed
academically, socially, behaviorally and emotionally. Effective school psychologists strive to support growth and
development in the least restrictive environment, close achievement gaps and prepare diverse student populations
for postsecondary and workforce success. They have a foundation in both psychology and education, are experts in
addressing barriers to educational success. They engage in data-based decision making to plan and deliver effective
and culturally responsive services. They have a deep understanding of the interconnectedness of the home, school
and community and collaborate with all members of the education team to strengthen those connections.
Through reflection, advocacy and leadership, they enhance the academic achievement and personal/social
development of their students.

QUALITY STANDARD I

School psychologists demonstrate mastery of and expertise in the domain for which they are responsible.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT A:

School psychologists demonstrate knowledge of current developmental science, the ways in which learning takes place and the appropriate
levels of intellectual, social and emotional development of their students.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL STUDENTS, STUDENTS:
TEACHERS AND/OR
 Demonstrates an PSYCHOLOGIST: PSYCHOLOGIST: FAMILIES:  Participate in services
understanding of appropriate for their
typical vs. atypical  Demonstrates  Applies knowledge of  Demonstrate an developmental levels.
development to guide knowledge of physical, how mental, behavioral understanding of
an intervention cultural, developmental and emotional health individual child
approach. and social influences on impact learning and life developmental levels.
learning and behavior. skills to practice.

QUALITY STANDARD I

School psychologists demonstrate mastery of and expertise in the domain for which they are responsible.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT B:

School psychologists demonstrate knowledge of effective services and/or specially designed instruction that reduce barriers to and support
learning in literacy, math and other content areas.

THE SCHOOL . . . and . . . and . . . and . . . and
PSYCHOLOGIST:
THE SCHOOL THE SCHOOL STUDENTS, STUDENTS:
 Identifies the barriers PSYCHOLOGIST: PSYCHOLOGIST: TEACHERS AND/OR
to learning, including FAMILIES:  Demonstrate a
those related to  Recommends  Uses a problem-solving reduction in barriers
mental health issues interventions and process and knowledge  Demonstrate an to their learning.
and crises. adaptations of effective practices to understanding of
(accommodations and develop solutions to individual barriers to
modifications) that barriers that inhibit learning.
reduce the student’s learning.
barriers to learning and
increase access to the
curriculum.

ELEMENT C:
School psychologists integrate evidence-based practices and research findings into their services and/or specially designed instruction.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL STUDENTS, STUDENTS TEACHERS
TEACHERS AND/OR
 Understands the PSYCHOLOGIST: PSYCHOLOGIST: FAMILIES: AND/OR FAMILIES:
concept of evidence-
based  Makes connections  Applies knowledge of  Demonstrate an  Apply newly learned
psychoeducational between student data evidence based awareness of evidence skills.
practices and their and evidence-based interventions and based strategies,
importance in the psychoeducational programs in practices and
learning environment. practices. recommending, interventions to meet
planning, or designing individual student
school-based needs.
intervention plans.

QUALITY STANDARD I

School psychologists demonstrate mastery of and expertise in the domain for which they are responsible.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT D:

School psychologists demonstrate knowledge of the interconnectedness of home, school and community influences on student
achievement.

THE SCHOOL . . . and . . . and . . . and . . . and
PSYCHOLOGIST:
THE SCHOOL THE SCHOOL STUDENTS AND/OR STUDENTS,
 Understands how the PSYCHOLOGIST: PSYCHOLOGIST: FAMILIES: TEACHERS AND/OR
home and family FAMILIES:
influence student  Incorporates  Partners with families  Increase their
behavior and information from family and significant adults to involvement and  Develop knowledge of
achievement. and/or outside agencies help students meet participation in community/local
or community providers educational and educational planning. resources/services
into service planning intervention goals. that foster student
and delivery. development, mental
 Has knowledge of health and wellbeing.
community/local
resources/services.

QUALITY STANDARD I

School psychologists demonstrate mastery of and expertise in the domain for which they are responsible.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT E:

School psychologists demonstrate knowledge of and expertise in their professions.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL STUDENTS AND/OR STUDENTS TEACHERS
PSYCHOLOGIST:
 Understands the PSYCHOLOGIST: TEACHERS: AND/OR FAMILIES:
importance of crisis  Contributes to the
planning, prevention,  Identifies strategies and design, implementation,  Demonstrate  Access school and
response and key components for evaluation and/or knowledge of the district crisis-related
intervention in the crisis planning, follow-up of crisis school’s crisis-related resources when
school setting. prevention and prevention and recovery resources and
intervention. activities. procedures. needed.

 Demonstrates
knowledge of effective
threat and suicide risk
assessment and
intervention procedures.

Evaluator Comments: Comments of Person Being Evaluated:
(Required for Ratings of "Basic" or "Partially Proficient" and (Please indicate the element for which the comment applies if not for
recommended for all rating levels.) the standard as a whole.)

QUALITY STANDARD II

School psychologists support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT A:

School psychologists foster safe and accessible learning environments in which each student has a positive, nurturing relationship with
caring adults and peers.

THE SCHOOL . . . and . . . and . . . and . . . and
PSYCHOLOGIST:
THE SCHOOL THE SCHOOL STUDENTS: STUDENTS:
 Recognizes the PSYCHOLOGIST: PSYCHOLOGIST:
importance of an  Participate in activities  Perceive the school
educational  Encourages positive  Fosters a safe and that lead to positive climate as positive,
environment in which relationships between accessible environment and nurturing safe and caring.
students feel safe and and among students and which supports all relationships.
experience a caring staff that is conducive students.
relationship. for all students to learn.
 Models empathy and
respect for individual
students.

ELEMENT B:

School psychologists demonstrate respect for diversity within the home, school and local and global communities.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL STUDENTS, STUDENTS,
TEACHERS AND/OR TEACHERS AND/OR
 Understands that PSYCHOLOGIST: PSYCHOLOGIST: FAMILIES: FAMILIES:
student and family
background and  Considers student and  Demonstrates sensitivity  Demonstrate respect  Actively seek a variety
culture may influence family background and skills needed to for the backgrounds of of perspectives to
development, characteristics in work with families, others in the school enhance their
behavior and school planning assessments students and staff from setting. awareness of diversity
performance. and/or interventions. diverse cultures and in their school and
background. community.

QUALITY STANDARD II

School psychologists support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT C:

School psychologists engage students as unique individuals with diverse backgrounds, interests, strengths and needs.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL STUDENTS AND/OR STUDENTS AND/OR

 Recognizes student PSYCHOLOGIST: PSYCHOLOGIST: FAMILIES: FAMILIES:
individual differences
and unique situations.  Demonstrates an  In collaboration with  Participate in services  Feel valued as
understanding of and others, addresses that are based on their individuals and are
respect for diversity in students’ individual unique interests, engaged in the
development and differences and needs strengths and needs. learning environment.
learning as a foundation through the
for individual student implementation of
interventions. services.

 Uses procedures and  Adjusts practices based
materials that are on individual student
developmentally characteristics.
appropriate.

ELEMENT D:

School psychologists engage in proactive, clear and constructive communication and work collaboratively with students, families and other
significant adults and/or professionals.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL STUDENTS, STUDENTS,
PSYCHOLOGIST: TEACHERS AND/OR TEACHERS AND/OR
 Promotes an PSYCHOLOGIST: FAMILIES: FAMILIES:
educational  Works collaboratively
environment that is  Maintains appropriate with families and  Initiate communication  Seek the school
inviting to families and and respectful significant adults to help with school psychologist’s
significant adults. relationships with students meet psychologists to assistance to find
students, their families education and discuss student needs. resources and services
and significant adults. intervention goals. to support student
 Willingly share needs.
 Communicates  Works collaboratively information that may
effectively with diverse with all school impact student  Partner with school
audiences e.g. parents, personnel to create a learning. staff members for the
teachers, other school positive learning benefit of their
personnel, policy environment. students.
makers and community
service providers.

QUALITY STANDARD II

School psychologists support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT E:

School psychologists select, create and/or support accessible learning environments characterized by acceptable student behavior, efficient
use of time and appropriate behavioral strategies.

THE SCHOOL . . . and . . . and . . . and . . . and
PSYCHOLOGIST:
THE SCHOOL THE SCHOOL TEACHERS AND/OR TEACHERS AND/OR
 Establishes behavioral PSYCHOLOGIST: PSYCHOLOGIST: FAMILIES : FAMILIES :
expectations for all
students.  Structures services to  Makes maximum use of  Develop an awareness  Use strategies to
minimize interruption to service provision time. of effective strategies increase positive
instructional time. that address student behaviors.
 Holds students behavioral needs and
accountable for challenges.
adherence to school and
class rules.

Evaluator Comments: Comments of Person Being Evaluated:
(Required for Ratings of "Basic" or "Partially Proficient" and (Please indicate the element for which the comment applies if not for
recommended for all rating levels.) the standard as a whole.)

QUALITY STANDARD III

School psychologists plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate
learning for their students.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT A:

School psychologists provide services and/or specially designed instruction aligned with state and federal laws, regulations and procedures,
academic standards, their districts’ organized plans of instruction and the individual needs of their students.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL STUDENTS AND/OR STUDENTS AND/OR

 Considers legal PSYCHOLOGIST: PSYCHOLOGIST: FAMILIES: FAMILIES:
requirements and
district policies in  Supports academic  Provides services that  Demonstrate an  Demonstrate an
assessment and standards and aligns meet all legal understanding of their understanding of how
intervention planning. intervention plans with requirements while educational rights. interventions are
legal requirements and taking into account the intended to enable
local policies for IEPs, individual the student to achieve
504 and RtI. psychoeducationl and by meeting Colorado
academic needs of the Academic Standards.
student.

ELEMENT B:

School psychologists utilize multiple sources of data, which include valid informal and/or formal assessments, to inform services and/or
specially designed instruction.

THE SCHOOL . . . and . . . and . . . and . . . and
PSYCHOLOGIST:
THE SCHOOL THE SCHOOL STUDENTS: STUDENTS/
 Considers the TEACHERS AND/OR
reliability and validity PSYCHOLOGIST: PSYCHOLOGIST:  Receive instruction FAMILIES:
of assessment tools and services that are
used.  Follows standardized  Plans, selects and informed by findings  Demonstrate an
procedures for administers multiple from multiple formal understanding of
 Collects data from administration and valid and reliable formal and informal psychoeducational
multiple sources. scoring of and/or informal assessments. assessment results
psychoeducational tests. assessment tools. and individual
student strengths
 Communicates and needs.
assessment results to
colleagues, parents .
and/or students in
understandable terms.

QUALITY STANDARD III

School psychologists plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate
learning for their students.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT C:

School psychologists plan and consistently deliver services and/or specially designed instruction that integrate multiple sources of data to
inform practices related to student needs, learning and progress toward achieving academic standards and individualized student goals.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL TEACHERS OR OTHER TEACHERS OR OTHER
PSYCHOLOGIST: PSYCHOLOGIST:
 Consults with others EDUCATORS: EDUCATORS:
about students.  Has knowledge of varied  Applies the consultation
models and strategies of model that best reflects  Adapt their practices  Generalize or transfer
consultation. the data sources to based on consultation knowledge gained
promote effective to better meet student through the
 Assists in planning for implementation of needs. consultation to other
and/or providing mental services. contexts/other
health and behavioral students.
interventions for  Plans for and/or
students. provides evidence-
based mental health
and/or behavioral
interventions for
students with fidelity.

QUALITY STANDARD III

School psychologists plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate
learning for their students.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT D:

School psychologists support and integrate appropriate available technology in their services and/or specially designed instruction to
maximize student outcomes.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL STUDENTS, STUDENTS:
PSYCHOLOGIST: TEACHERS AND/OR
 Has an awareness of PSYCHOLOGIST: FAMILIES:  Utilize information and
building/district  Uses technology technology resources
software and  Complies with legal appropriately to  Demonstrate an to enhance cognitive
technology as requirements and improve student awareness of available and academic skills
appropriate to the ethical guidelines outcomes. technology to enhance with appropriate
professional role. related to the electronic student learning. supports.
sharing and storing of  Enhances data collection
confidential and decision-making
information. through the use of
technology resources.

ELEMENT E:

School psychologists establish and communicate high expectations for their students that support the development of critical-thinking, self-
advocacy, leadership and problem solving skills.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL STUDENTS, STUDENTS:
TEACHERS AND/OR
 Communicates high PSYCHOLOGIST: PSYCHOLOGIST: FAMILIES:  Demonstrate self-
expectations for advocacy, critical
students.  Actively participates on  Assists in the  Monitor student thinking and problem
multidisciplinary teams development of progress towards solving skills based on
and holds high individualized goals for achieving their individual
expectations for students and/or schools social/emotional goals developmental level.
students when that promote critical- and expectations.
determining needs, thinking, self-advocacy,
services and educational leadership and/or
placement. problem solving skills.

QUALITY STANDARD III

School psychologists plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate
learning for their students.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT F:

School psychologists communicate effectively with students.

THE SCHOOL . . . and . . . and . . . and . . . and
PSYCHOLOGIST:
THE SCHOOL THE SCHOOL STUDENTS, STUDENTS AND/OR
 Understands the PSYCHOLOGIST: PSYCHOLOGIST: TEACHERS AND/OR FAMILIES:
importance of FAMILIES:
communicating  Uses communication  Provides students with  Demonstrate effective
effectively with skills to establish good feedback related to  Utilize feedback to communication
students. working relationships behavior, performance enhance student related their needs.
(rapport) with students. and/or progress. learning and growth.

 Tailors communications
with students to be both
developmentally and
culturally relevant.

ELEMENT G:

School psychologists develop and/or implement services and/or specially designed instruction unique to their professions.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL SIGNIFICANT ADMINISTRATORS:
PSYCHOLOGIST:
 Collects and analyzes PSYCHOLOGIST: ADULTS:  Demonstrate an
psychoeducational  Analyzes and awareness of how
assessment data in  Uses appropriate synthesizes data for  Increase their ability to psychoeducational
planning services. assessment instruments decision making. analyze and synthesize data can be used to
and techniques, psychoeducational inform systems level
including interviews,  Provides services based data for decision decisions.
observations and on professional making.
targeted/diagnostic practices grounded in
assessment tools to psychoeducational data
plan/implement and evidence of success.
services.

Evaluator Comments: Comments of Person Being Evaluated:
(Required for Ratings of "Basic" or "Partially Proficient" and (Please indicate the element for which the comment applies if not for
recommended for all rating levels.) the standard as a whole.)

QUALITY STANDARD IV

School psychologists reflect on their practice.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT A:

School psychologists demonstrate that they analyze student learning, development and growth and apply what they learn to improve their
practice.

THE SCHOOL . . . and . . . and . . . and . . . and
PSYCHOLOGIST:
THE SCHOOL THE SCHOOL THE SCHOOL THE SCHOOL
 Understands the PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST:
importance of
considering student  Makes connections  Analyzes student and  Actively considers new  Applies and evaluates
data to inform service between school and system data to inform ideas that support the new and innovative
provision. classroom data and service provision. students’ social, strategies for
research-based emotional, continuous
practices for colleagues.  Monitors and evaluates psychological and improvement of
professional practices to academic successes. professional practice.
determine what works
for students.

ELEMENT B:

School psychologists link professional growth to their professional goals.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL THE SCHOOL THE SCHOOL
PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST:
 Completes PSYCHOLOGIST:
professional  Develops and follows a  Participates in  Actively seeks
development required  Selects and participates professional professional learning feedback from
for licensure renewal. in professional development plan. opportunities colleagues, parents
development to consistent with the and/or supervisors and
improve professional  Develops professional professional growth incorporates it into
practice. goals based on current plan. professional goals and
research and the practices.
 Uses performance likelihood of having a  Applies knowledge and
feedback from positive impact on skills learned through  Establishes continuous
supervisor and/or student, school and professional improvement
colleagues to improve district outcomes. development to strategies to identify
practice. practice. and self-monitor for
professional growth.

QUALITY STANDARD IV

School psychologists reflect on their practice.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT C:

School psychologists respond to complex, dynamic environments.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL THE SCHOOL THE SCHOOL
PSYCHOLOGIST:
 Demonstrates PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST:
flexibility in his/her  Prioritizes professional
role in response to  Adapts professional activities based on  Anticipates changes  Expands role in
environmental practices based on new changing student needs and/or challenges in responding to changes
changes. information about and/or changes in the the school or practice in the school or
student or system school and broader environment and is student environments.
needs. environments. prepared to respond.

Evaluator Comments: Comments of Person Being Evaluated:
(Required for Ratings of "Basic" or "Partially Proficient" and (Please indicate the element for which the comment applies if not for
recommended for all rating levels.) the standard as a whole.)

QUALITY STANDARD V

School psychologists demonstrate collaboration, advocacy and leadership.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT A:

School psychologists collaborate with internal and external stakeholders to meet the needs of students.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL THE SCHOOL THE SCHOOL

 Maintains positive, PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST:
productive and
respectful  Facilitates  Collaborates effectively  Holds the needs of  Contributes to a multi-
relationships with communication among with internal and students foremost in tiered continuum of
colleagues. various stakeholders. external stakeholders seeking collaborations services to support all
regarding student and that would improve students’ attainment
school-related issues. student outcomes. of goals in
collaboration with
colleagues.

ELEMENT B:

School psychologists advocate for students, families and schools.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL THE SCHOOL THE SCHOOL

 Demonstrates an PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST:
awareness of policies
and/or procedures  Reaches out to students,  Discusses potential  Advocates for  Participates in
that affect school families and/or the revisions to policies curricular, activities that promote
climate and student community in order to and/or procedures with instructional, school systems-level change.
learning. understand their needs administrators and/or climate and behavioral
and advocate for them. other team members in health improvements.
order to better address
student and school
needs and the diversity
of the student
population.

ELEMENT C:

School psychologists demonstrate leadership in their educational setting(s).

THE SCHOOL . . . and . . . and . . . and . . . and
PSYCHOLOGIST:
THE SCHOOL THE SCHOOL THE SCHOOL THE SCHOOL
 Supports school goals PSYCHOLOGIST: PSYCHOLOGIST:
and initiatives. PSYCHOLOGIST: PSYCHOLOGIST:
 Provides leadership to  Mentors and/or
 Contributes to school  Seeks leadership roles school-based or district supervises other  Takes a leadership role
or district teams. as student, school, or teams. professionals, staff, or in state or national-
district conditions trainees to facilitate level organizations or
indicate the need. their professional professional
development. associations,
committees and/or
task forces.

QUALITY STANDARD V

School psychologists demonstrate collaboration, advocacy and leadership.

Basic Partially Proficient Proficient Accomplished Exemplary

(Meets State Standard)

ELEMENT D:

School psychologists contribute knowledge and skills to educational practices and their profession.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL THE SCHOOL THE SCHOOL

 Supports the work of PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST:
other educators by
sharing knowledge  Provides relevant  Shares best practices  Offers professional  Assumes a state or
and expertise. expertise when asked by through modeling growth and national role in
colleagues. and/or consultation. development activities professional
within district or development
BOCES. activities.

ELEMENT E:

School psychologists demonstrate high ethical standards.

THE SCHOOL . . . and . . . and . . . and . . . and

PSYCHOLOGIST: THE SCHOOL THE SCHOOL THE SCHOOL THE SCHOOL
PSYCHOLOGIST:
 Maintains PSYCHOLOGIST: PSYCHOLOGIST: PSYCHOLOGIST:
confidentiality of  Adheres to current legal
student records and  Demonstrates ethical and ethical principles  Encourages colleagues  Models and sets high
information as behavior, including and standards. to demonstrate ethical expectations for
required by law. honesty, integrity, fair behavior. ethical behavior for
treatment and respect  Maintains staff and students.
for others. confidentiality of all
sensitive data.
 Understands the need
to hold high ethical
standards for self and
others.

Evaluator Comments: Comments of Person Being Evaluated:
(Required for Ratings of "Basic" or "Partially Proficient" and (Please indicate the element for which the comment applies if not for
recommended for all rating levels.) the standard as a whole.)

Observations, Required Measures and Other Evidence/Artifacts for School Psychologists

S.B. 10-191 REQUIRES MULTIPLE MEASURES OF EDUCATOR PERFORMANCE MEASURED ON MULTIPLE OCCASIONS
THROUGHOUT THE YEAR. For specialized service professionals this requirement is defined as required measures and
optional additional measures (evidence/artifacts). While the rubric serves as the data collection tool for observations,
districts and BOCES must determine the method for collecting data regarding required measures and additional
evidence/artifacts. This chart serves as a reminder of the required measures that must be discussed annually and
evidence/artifacts that may be discussed at the end of the evaluation cycle to confirm the accuracy of ratings.

SHALL BE BASED ON AT LEAST ONE OF THE FOLLOWING PERFORMANCE MEASURES, WHEN APPROPRIATE TO THE SSP’S
ASSIGNED DUTIES:

 Student perception measures, where appropriate and feasible
 Peer feedback
 Parent or guardian feedback
 Student support documentation

ADDITIONAL EVIDENCE/ARTIFACTS:
Evaluation of professional practice may include additional measures such as those listed below. These are provided as
examples of evidence the evaluator and/or educator being evaluated may share with each other to provide evidence of
performance in addition to observations and evaluator ratings collected on the rubric.

 504 plans  Evidence of frequent progress monitoring of
professional goals
 Behavior charts Evidence of new strategies used (e.g., evaluation
data for new strategies)
 Behavior intervention plans  Examples of prioritization
Examples of student work pre- and post-intervention
 Calendar/schedule/planner Functional behavioral assessment
Healthy Kids Colorado Survey
 Certificates of participation in professional development  IEP team meeting participation (Particularly for
eligibility determination)
activities  Involvement in school and district teams
Involvement in professional or volunteer
 Communication/correspondence logs/records (e.g., with  organizations or groups (CSSP, NASP, etc.)
IEPs
families, community agencies, etc.)  Individual student feedback
Intervention plans
 Completed suicide risk assessment forms  Involvement on committees or recommendations for
district level changes
 Completed threat assessment forms  Leadership on committees/taskforces/professional
 Conference presentations organizations
Letters from stakeholders
 Consultation records  Letters to administrators and other stakeholders
List of expanded responsibilities
 Counseling progress notes  Listing of community resources
 Maintained list of community resources
 Creative use of technology for problem solving with Meeting agendas
individual or small groups of students Meeting participation (e.g., IEP, RTI, etc.)
Membership in professional organizations
 Crisis team membership 

 Culturally sensitive intervention materials 

 Demonstration of time management such as logs and 
calendars

 Developmentally appropriate intervention plans

 Display posters/signage, etc., for “Safe Space” and other 

positive programs aimed at school safety, climate and 

diversity 

 Documentation of: 

o In-service workshops attended and provided 

o Students engaged in their own progress monitoring 





Continued next page