Current through Register Vol. 48, No. 12, March 22, 2024
a) Data-Based Decision-Making and
Accountability
The competent school psychologist has knowledge of varied
models and methods of assessment that yield information useful in identifying
strengths and needs, in understanding problems, and in measuring progress 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.
1) Knowledge Indicators -
The competent school psychologist:
A)
understands effective, data-based decision-making and problem-solving
processes.
B) understands the
purposes, characteristics, strengths, and limitations of formal and informal
models and methods of assessment (e.g., interviewing techniques,
norm-referenced cognitive and achievement tests, curriculum-based assessment,
authentic assessment, portfolio assessment, criterion-referenced assessment,
functional assessment, behavioral assessment, behavioral observation, social
developmental history, and adaptive behavior assessment) for the purposes of
data collection.
C) understands
child development, learning theory, and diversity as well as their relationship
to data-based decision-making.
D)
understands psychometric theory, test development, and research as applied to
data-based decision-making.
E)
understands nondiscriminatory evaluation procedures.
F) understands the process of linking
assessment results with the development of interventions.
G) understands the importance of linking
system-wide assessment data with districts' curricular decisions.
H) understands the importance of considering
cultural, linguistic, and other experiential factors when interpreting and
using data.
I) understands the
importance of collecting data across environments.
J) understands how to modify intervention
plans based on data.
K) understands
the use of technology in data-based decision-making.
L) understands the use of data in evaluating
the integrity of interventions.
M)
understands the use of data in determining whether students have
disabilities.
N) understands
parents'/guardians' and students' rights regarding assessment and
evaluation.
O) understands the
principles and importance of professional accountability for confidentiality
and record keeping.
2)
Performance Indicators - The competent school psychologist:
A) applies child development, learning
theory, diversity, and the relationship of curriculum to data-based
decision-making.
B) collects
assessment results and other data to identify student learning needs, establish
goals, align and modify curriculum and instruction, and design intervention
strategies.
C) uses data to
evaluate outcomes of services and to facilitate accountability.
D) uses environmental data (e.g., data from
home, school, community) to plan interventions.
E) applies psychometric theory to the
evaluation of assessment materials and techniques.
F) applies knowledge of research findings and
methodology to the evaluation of curricula and other instructional
materials.
G) uses
nondiscriminatory evaluation procedures.
H) analyzes group performance to design
interventions that meet learners' needs.
I) uses technology to monitor programs and to
assist in the assessment of individual, group, and system-wide
interventions.
J) uses technology
to administer, score, and interpret psychological assessment techniques in a
professionally appropriate and ethical manner.
K) prepares clearly written reports that
address referral questions appropriately, report data accurately, and provide
guidance for interventions.
L)
articulates assessment findings in a manner that is understandable for the
intended audience.
M) uses data to
identify factors that influence learning and behavior at the classroom or
building level.
N) assists school
personnel and other agency administrators with the interpretation of data to
evaluate classroom- and/or building-level programs.
O) follows legal, regulatory, and ethical
parameters in data-based decision-making and record keeping.
b) Consultation and
Collaboration
The competent school psychologist has knowledge of behavioral,
mental health, collaborative, and/or other consultation models and methods and
of their applications to particular situations. The competent school
psychologist collaborates effectively with others in planning and
decision-making processes at the individual, group, and system level.
1) Knowledge Indicators - The competent
school psychologist:
A) understands
behavioral, mental health, collaborative, and other consultative approaches and
their application to particular situations.
B) understands the dynamics of communication
applicable to collaboration and consultation in professional
practice.
C) understands the
importance of interpersonal skills in the consultative process.
D) understands schools as organizations
within the larger community context.
E) understands skills necessary to facilitate
communication with students.
F)
understands skills necessary to facilitate communication among teams of school
personnel, families, community professionals, and others.
G) understands the important features of
collaboration with individuals of diverse cultures, values, and
experiences.
H) understands
technological tools for accessing, managing, and disseminating information to
enhance the consultative process.
2) Performance Indicators - The competent
school psychologist:
A) applies knowledge of
consultation and collaboration skills.
B) uses knowledge and skills in consultation
and collaboration to promote change at the individual, classroom, building,
district, and/or other agency levels.
C) initiates collaboration to enhance student
learning.
D) participates in
collaborative decision-making and problem-solving with other professionals to
achieve student success.
E)
demonstrates positive interpersonal skills and shows patience in difficult
situations through use of active listening, conflict resolution and group
facilitation skills.
F) uses
effective collaboration skills with individuals of diverse cultural, racial,
and ethnic backgrounds.
G)
communicates clearly with diverse audiences (e.g., parents, teachers, school
boards, policy makers, community leaders, colleagues).
H) promotes and models ethical practices of
confidential communication with others.
I) uses a variety of communication modes
(e.g., written, verbal, nonverbal, visual, technological) to communicate
effectively with a diverse constituency.
J) uses technological resources to access,
manage, and disseminate information to enhance the consultation
process.
c)
Learning and Instruction
The competent school psychologist has knowledge of human
learning processes, of techniques for assessing these processes, and of direct
and indirect services, including instructional interventions and consultation,
applicable to the development of cognitive and academic skills. The competent
school psychologist, in collaboration with others, develops appropriate
cognitive and academic goals for students with different abilities,
disabilities, strengths, and needs; implements interventions to achieve those
goals; and evaluates the effectiveness of the implemented interventions.
1) Knowledge Indicators - The competent
school psychologist:
A) understands theories
of cognitive development, learning, and teaching and their application to the
development of instructional strategies.
B) understands how students' conceptual
frameworks can influence learning.
C) understands how students acquire knowledge
and skills.
D) understands that
students' cognitive, physical, social, emotional, and moral development
influences learning.
E) understands
individual differences in approaches to learning and performance.
F) understands language development,
communication styles, and the role of communication in learning.
G) understands the process of second language
acquisition and strategies for supporting students' learning.
H) understands the unique instructional needs
of students with diverse abilities.
I) understands the impact of gender, race,
culture, disability, and environment on learning.
J) understands formal and informal assessment
techniques for evaluating students' learning.
K) understands intervention strategies that
promote students' critical thinking, problem-solving, and performance
skills.
L) understands the
importance of continuing education in the areas of learning and
instruction.
M) understands the
importance of aligning instruction with the Illinois Learning Standards and
related objectives.
N) understands
factors that influence motivation and engagement in students'
learning.
2) Performance
Indicators - The competent school psychologist:
A) works effectively with school personnel to
promote supportive learning environments.
B) assists school personnel in developing
cognitive and academic goals for all students.
C) supports schools' efforts to use
evaluation techniques that measure cognitive and academic progress of all
students.
D) uses formal and
informal assessment techniques to evaluate the performance and progress of
students.
E) uses assessment
results to identify students' learning needs, develop instructional strategies,
and contribute to recommendations regarding students' eligibility for and
placement in special education.
F)
participates in the development and implementation of instructional strategies
and interventions to promote learning in students at different stages of
development and from diverse backgrounds.
G) develops intervention plans consistent
with curriculum, learners' diversity, and learning theory.
H) considers instructional methods and
materials, students' interests, and career needs when planning
interventions.
I) uses intervention
strategies and resources that encourage students' development of critical
thinking, problem-solving, and performance skills.
J) monitors and adjusts interventions in
response to feedback.
K) identifies
and uses community resources to enhance students' learning and to provide
opportunities for students to explore career alternatives.
L) accesses current information and research
regarding advances in curriculum and instruction and shares this information
and research with others.
M)
collaborates with school personnel to develop appropriate academic goals and
interventions for all students who do not meet the Illinois Learning Standards
or locally developed objectives.
d) Socialization and Development of Life
Skills
The competent school psychologist has knowledge of human
developmental processes and techniques for assessing these processes and of
direct and indirect services, including consultation, behavioral
assessment/intervention, and counseling, applicable to the development of
academic, behavioral, affective, adaptive, social, and career goals. The
competent school psychologist, in collaboration with others, develops
appropriate behavioral, affective, adaptive, social, and career goals for
students of varying abilities, disabilities, strengths, and needs; implements
interventions to achieve those goals; and evaluates the effectiveness of
interventions. Interventions include, but are not limited to, consultation,
behavioral assessment/ intervention, and counseling.
1) Knowledge Indicators - The competent
school psychologist:
A) understands the
developmental processes involved in the behavioral, social, affective, and
adaptive domains.
B) understands
career goals and planning as part of the developmental process.
C) understands the principles of behavioral
change within the behavioral, social, affective and adaptive domains.
D) understands direct/indirect intervention
strategies appropriate for students from diverse backgrounds and
experiences.
E) understands
consultation, behavior management, and counseling strategies as they apply to
the enhancement of students' behavior.
F) understands multiple approaches to
classroom management.
G)
understands how to use assessment information to address students' behavioral,
affective, adaptive, social, academic, and career needs.
H) understands that medications may affect
the academic, cognitive, physical, social, and emotional behavior of
students.
I) understands how
language, communication, and behavior affect socialization.
J) understands the characteristics and
effects of culture and environment on students and families.
2) Performance Indicators - The
competent school psychologist:
A) applies the
principles of behavior change through the provision of consultation, behavioral
assessment and intervention, and counseling services to enhance student
behavior.
B) develops methods to
assist teachers and families in teaching pro-social behavior to
students.
C) applies the principles
of generalization and transfer of training to the development of
interventions.
D) assists parents
and other caregivers with the development and implementation of behavior change
programs in the home in order to facilitate the learning and development of
their children.
E) identifies
factors that lead to successful interventions.
F) facilitates the implementation of
strategies to improve instructional environments, and maximizes students'
academic learning time.
G) develops
classroom management interventions.
H) develops intervention programs to
facilitate successful transitions of students from one environment to another
(e.g., program to program, early childhood to school, school to
work).
I) links assessment
information to the development of strategies that address individual students'
goals.
e)
Diversity
The competent school psychologist understands individual
differences, abilities, and disabilities and the potential influence of
biological, social, cultural, ethnic, experiential, socioeconomic,
gender-related and linguistic factors in development, learning, and
communication skills. The competent school psychologist demonstrates
sensitivity and other skills needed to work with individuals of diverse
characteristics and to implement strategies selected and/or adapted based on
individual characteristics, strengths, and needs.
1) Knowledge Indicators - The competent
school psychologist:
A) understands his/her
own cultural perspectives and biases and the impact of these biases on
interactions with others.
B)
understands cultural, racial, ethnic, gender, and linguistic
diversity.
C) understands the
impact of familial, socio-cultural, and political contexts on interpersonal
relationships.
D) understands
diverse family systems and how they affect students' development, learning and
communication skills.
E)
understands how individual experiences, talents, disabilities, gender, prior
learning, language, culture, family, religion, and community values influence
students' learning.
F) understands
that similar behaviors may have different meanings in different
cultures.
G) understands cultural
differences in approaches to learning and performance.
H) understands the process of second language
acquisition and its impact on student learning.
I) understands the impact of bias and
stereotyping in the educational environment.
J) understands the implications of State and
federal legislation; rules and regulations; and case law on educational
programming for all students.
K)
understands the importance of professional practices that are consistent with
ethical standards when dealing with students from diverse cultures and
backgrounds.
L) understands the
characteristics and educational needs of students with disabilities.
M) understands the characteristics and
educational needs of gifted, creative, and talented students.
2) Performance Indicators - The
competent school psychologist:
A) recognizes
the subtle racial, class, gender, cultural, and other biases and the ways in
which these biases influence decision-making, instruction, behavior, and
long-term outcomes for students.
B)
demonstrates sensitivity and other skills needed to work with families,
students, and staff with diverse characteristics.
C) demonstrates respect for cultural
diversity.
D) promotes practices
that help students and families of all backgrounds feel welcome and appreciated
in the school and community.
E)
assists with acknowledging, supporting, and integrating the activities and
talents of all students into instructional programs and other
settings.
F) facilitates learning
communities in which individual differences are respected.
G) practices gender equity and avoids
sex-role stereotyping.
H) develops
strategies for promoting an understanding of the role of cultural barriers in
educational outcomes.
I) uses
strategies to mediate cross-cultural conflicts and to teach interpersonal
skills.
J) integrates students'
cultural, racial, and ethnic diversity to enrich educational
experiences.
K) recognizes that
experiential and linguistic differences can result in learning difficulties and
apparent disabilities for students.
L) incorporates information about students,
families, cultures, and communities in assessments, interventions, and
evaluations of progress.
M) designs
assessments and intervention strategies appropriate to each student's gender,
culture, stage of development, learning style, exceptionality, strengths and
needs.
N) considers students'
abilities in their primary and secondary languages and the effects of second
language learning when designing assessments and planning
interventions.
O) develops academic
and social/behavioral interventions that reflect knowledge and understanding of
students' and families' culture, background, and individual learning
characteristics.
P) identifies when
and how to access and/or make referrals for additional services or resources to
assist students with diverse learning needs.
Q) participates in professional continuing
education to minimize biases and to enhance training and expertise.
f) School and Systems
Organization, Policy Development, and Climate
The competent school psychologist has knowledge of general
education, special education, and other educational and related services. The
competent school psychologist understands schools and other settings as
systems. The competent school psychologist works with individuals and groups to
facilitate policies and practices that create and maintain safe, caring,
supportive, and effective learning environments for children and others.
1) Knowledge Indicators - The competent
school psychologist:
A) understands the
organization and operation of school systems.
B) understands effective principles of
systems theory (e.g., organization development).
C) understands the importance of and the need
for involvement in policy development.
D) understands the importance of policies and
policy development processes in school systems and agencies.
E) understands the impact of school and
public policy on schools, communities, and ecosystems.
F) understands the factors that contribute to
safe, caring, and supportive learning environments.
2) Performance Indicators - The competent
school psychologist:
A) contributes to the
development of practices that provide beneficial programs and services for
students and their families.
B)
promotes learning, prevention, and intervention by helping to create climates
that foster mutual respect and caring for all students and their
families/guardians.
C) participates
in decision-making that promotes effective services for students and their
families/guardians.
g) Prevention, Crisis Intervention, and
Mental Health
The competent school psychologist has knowledge of human
development and psychopathology and of associated biological, cultural, and
social influences on human behavior. The competent school psychologist provides
or contributes to prevention and intervention programs that promote the mental
health and physical well-being of students.
1) Knowledge Indicators - The competent
school psychologist:
A) understands the
influence of child and adolescent development on behavior.
B) understands the influence of child
psychopathology on behavior.
C)
understands biological influences on behavior.
D) understands human diversity and cultural
and social influences on behavior.
E) understands the influences of societal
stressors on behavior.
F)
understands crises in schools and communities and how they affect students'
behavior.
G) understands effective
prevention strategies.
H)
understands crisis intervention strategies.
I) understands health issues influencing
children and adolescents (e.g., diet, eating disorders, teenage pregnancy, AIDS
prevention, and stress management).
J) understands resources for addressing a
wide variety of behavioral, learning, and mental and physical health
problems.
K) understands how to
access and make appropriate referrals for services provided by the district,
community, and State resources.
L)
understands the role of diversity in the development and implementation of
prevention, crisis intervention, and mental health programs.
M) understands how individuals and groups
influence one another and how they function in society.
N) understands how to help students to work
cooperatively and productively.
O)
understands factors that influence motivation and engagement and how to help
students become self-motivated.
P)
understands that medications can affect the educational, cognitive, physical,
social, and emotional behavior of individuals.
Q) understands the appropriate use of
confidentiality in prevention, crisis intervention, and mental health
services.
2) Performance
Indicators - The competent school psychologist:
A) identifies and recognizes behaviors that
are precursors to academic, behavioral, and personal difficulties (e.g.,
conduct disorders, internalizing disorders, drug and alcohol abuse).
B) reviews crisis intervention plans used in
the schools.
C) promotes mental
health in the schools and other agencies.
D) addresses, through prevention programs,
diverse health issues (e.g., diet, eating disorders, teenage pregnancy, AIDS
prevention, and stress management).
E) collaborates with other health care
professionals to promote behaviors that lead to good health.
F) uses resources to address a wide variety
of cognitive, social-emotional, and physical problems.
G) empowers students, their
families/guardians, educators, and others to gain access to and effectively use
school and community resources.
H)
analyzes educational environments to develop strategies that encourage
motivation and engagement in productive work through mutual respect and
cooperation.
I) works effectively
within the school and community to create/enhance supportive learning
environments.
J) analyzes
individual and group performance in order to design interventions that are
consistent with the learner's cognitive, social, emotional, and physical
developmental levels and with relevant ethical principles/practices.
h)
Home/School/Community Collaborations
The competent school psychologist has knowledge of diverse
family systems (e.g., single parent, foster parents, bi-racial parents, sexual
orientation of parents) and understands influences on students' development,
learning, and behavior. Further, the competent school psychologist has
knowledge of methods for involving families in education and service delivery.
The competent school psychologist works effectively with families, educators,
and others in the community to promote and provide comprehensive services to
children and families.
1) Knowledge
Indicators - The competent school psychologist:
A) understands how diverse family systems
affect students.
B) understands the
importance of family involvement in education.
C) understands methods of promoting
collaboration and partnerships between families/guardians and educators that
improve outcomes for students.
D)
understands the implications of cultural diversity on family, home, school, and
community collaborations.
E) has
knowledge of school and community resources and agencies available to students
and families/guardians.
2) Performance Indicators - The competent
school psychologist:
A) designs, implements,
monitors, and evaluates programs that promote school, family, and/or community
partnerships and enhance academic and behavioral outcomes for
students.
B) facilitates
collaboration between schools and parents/guardians by designing educational
interventions.
C) identifies
resources and facilitates communication between schools, families/guardians,
and community agencies.
i) Research and Program Evaluation
The competent school psychologist has knowledge of research,
statistics, and evaluation methods; evaluates research; translates research
into practice; and understands research design and statistics in sufficient
depth to plan and conduct investigations and program evaluations leading to the
improvement of services.
1) Knowledge
Indicators - The competent school psychologist:
A) understands research design.
B) understands research and statistics in
order to evaluate published research.
C) understands statistical procedures and
data analysis methods to answer research questions.
D) understands measurement principles and
psychometric standards and methods when selecting and using assessment
techniques and published tests in program or systems-level
evaluation.
E) understands findings
from intervention research when designing educational, mental health, or
treatment programs for children.
F)
understands technological methods and applications for research and evaluation
(e.g., statistical and behavior monitoring software programs).
2) Performance Indicators - The
competent school psychologist:
A) applies
research design and data analysis techniques when conducting and evaluating
research.
B) evaluates psychometric
properties when selecting assessment methods.
C) applies knowledge of professional
literature and research findings to all aspects of professional practice,
including service delivery improvements.
D) applies knowledge of intervention research
in designing psycho-educational and mental health programs for
children.
E) provides information
about relevant research findings to school personnel, parents, and the
public.
j)
School Psychology Practice and Development
The competent school psychologist has knowledge of the history
and foundations of the 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. The competent school
psychologist practices in ways that are consistent with applicable standards,
is involved in the profession, and has the knowledge and skills needed to
acquire career-long professional development.
1) Knowledge Indicators - The competent
school psychologist:
A) understands
professional, ethical, and legal standards in order to enhance the quality of
services and to protect the rights of all parties.
B) understands the standards, models,
methods, and practices of the profession.
C) understands the history and foundations of
school psychology.
D) understands
relevant aspects of related areas in psychology and education (e.g.,
developmental psychology, cross-cultural psychology, mental health/health,
bilingual education, and special education).
E) understands how the practice of school
psychology affects students and families from diverse backgrounds.
F) understands the importance of
collaborating with other professionals in the school community.
G) understands the importance of continued
professional development.
H)
understands the obligations, procedures, and applications of being a mandated
reporter of suspected child abuse and neglect.
I) understands the importance of active
involvement and participation in professional organizations (e.g., Illinois
School Psychologists Association, National Association of School Psychologists,
Council for Exceptional Children).
J) understands the full range of school
psychological services.
2) Performance Indicators - The competent
school psychologist:
A) practices in full
accordance with the "Principles for Professional Ethics" expressed in the
"Model for Comprehensive and Integrated School Psychological Services" (2010),
published by the National Association of School Psychologists, 4340 East West
Highway, Suite 402, Bethesda MD 20814 and posted at
http://www.nasponline.org/standards/2010standards/
2_PracticeModel.pdf. No later amendments to or editions of
these standards are incorporated by this Section.
B) provides school psychological services
consistent with the legal, ethical, and professional guidelines referred to in
subsection (j)(2)(A) of this Section.
C) maintains accepted standards in
assessment, consultation, intervention, and general professional
practice.
D) complies with legal
requirements for professional practice.
E) participates in personal continuing
professional development.
F) shares
professional resources with teachers, parents, and others to enhance services
to students.
G) maintains useful
and accurate records and communicates information responsibly to
families/guardians, students, colleagues, and community members as
appropriate.
k) Technology Standards
The competent school psychologist has knowledge of relevant
informational sources and technology; and accesses, evaluates, and uses
informational sources and technology in ways that safeguard or enhance the
quality of services.
1) Knowledge
Indicators - The competent school psychologist:
A) understands how to review, evaluate, and
use technology for educational purposes.
B) has knowledge about assistive technology
and other technological resources for children.
C) understands methods and standards for
using informational technology.
D)
understands methods of access to informational sources.
E) understands the ethical issues and social
implications of using technology.
F) understands the strengths and limitations
of professional computer software (e.g., test scoring, interpretive and
psychological report writing programs, behavior analysis programs).
2) Performance Indicators - The
competent school psychologist:
A) practices
ethical, legal, and socially responsible behavior when using technology and
computer software.
B) adheres to
copyright laws and guidelines in the access and use of information from various
technologies.
C) uses technology
(e.g., CD/DVD ROM, the World Wide Web, e-mail, interactive video, distance
learning) to acquire information, current research findings, and continuing
professional development.
D) uses
current technology resources when designing, implementing, and evaluating
instructional programs or interventions for children.
E) uses technology-based productivity tools
(e.g., word processing, data base, spread sheets, test scoring programs) to
function more effectively and efficiently.
F) uses multimedia resources to support and
deliver oral presentations.
G)
demonstrates awareness of resources for adaptive/assistive devices for students
with special needs.
H) uses
technology in communicating, collaborating, and conducting research.
I) maintains useful and accurate records and
communicates information responsibly to families/guardians, students,
colleagues, and community as appropriate.