Section 23.130 Standards for the School Psychologist

Section 23

Section 23.130  Standards for

the School Psychologist

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

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

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

rs – 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

flict 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

nce

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

n 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

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

ents' 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

ent 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

rences 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

ected.

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

owledge 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

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

elopment 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

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

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)

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

ional

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

l 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

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.