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Forging a National Model & Evaluation Framework for School Social Work Practice

 School Social Work Association of America (c) 2013

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Task Force Members (Alpha Order)

Michelle Alvarez, Ed. D., C-SSWSProfessorMinnesota State University, Mankato Department of Social Work(On Sabbatical)

David R. Dupper, Ph. D.Professor, College of Social WorkUniversity of Tennessee

Andy Frey, Ph. D., LCSWProfessor, School Social Work CoordinatorUniversity of Louisville

Brenda Lindsey, E. D., MSW, LCSW (Presenter)Clinical Associate ProfessorUniversity of Illinois, Urbana

  

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Anne McInerney, MSW, LICSWSchool Social Worker, St. Paul, MNStandards & Practices, SSWAA

Molly Norris, MSW, LGSWAdjunct Faculty Member, Minnesota State University, MankatoLead School Social Worker, District 77

Jim Raines, Ph. D., LCSWProfessor & Department Chair Health, Human Services & Public PolicyUniversity of California, Monterey Bay

Christine Anlauf Sabatino, Ph. D., MSW, LICSW, C-SSWS (Presenter)Associate ProfessorDirector, Center for the Advancement of Children, Youth, and FamiliesNational Catholic School of Social ServiceThe Catholic University of Americasabatino@cua.edu (email questions and comments)

Frederick Streeck, MSW, LCSW (Presenter)Executive Director, SSWAA

  

Presentation Outline

• Background

• SSWAA National School Social Work Practice Model

• SSWAA Evaluation Framework for SSW Practice

• Dialogue on Practice Models and Evaluation Frameworks

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Background

Failed Federal Grant Application

MN State U, Mankato chooses to fund one part of the failed federal grant application

– to develop of an online School Social Work Specialization

Task Force composed of professors and practitioners gathers- to map out specialization content and write syllabi

Task Force gets crazy - elects to expand work and begins discussion of a national school social

work model and national standards for evaluating school social work

Allied Educational Professions’National Models

National Association of School Psychologists (NASP) http://www.nasponline.org/standards/2010standards/2_PracticeModel.pdf

American School Counselor Association (ASCA)http://www.ascanationalmodel.org/

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SSWAA National School Social Work Practice Model

Development Plan2011 - 2012 Task Force develops draft model

2012 (January) Presentation and Feedback

Society for Social Work Research (SSWR) APM

Special Interest Group (SIG) for School Social Work

Draft revised

2012 (March 2012) Presentation and Feedback

School Social Work Association of America APM

Draft Revised77

2012 Public Comment

SSWAA Posts Draft on Website

Draft Revised

SSWAA Delegate Assembly Approves National Model

Official Policy Statement for SSWAA

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SSWAA National School Social Work Practice

Model 2013 (c)

SSWAA.org

http://sswaa.org/displaycommon.cfm?an=1&subarticlenbr=459

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NATIONAL MODEL: KEY CONSTRUCTS

1. Home-School-Community System Linkages

2. Ethical Guidelines and Educational Policy

3. Data-based Decision Making

4. Educational Rights and Advocacy

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1. HOME-SCHOOL-COMMUNITY SYSTEM LINKAGES

Establish communication patterns, develop collaborations, build networks, and mobilize resources from:

* health * mental health * child welfare* juvenile justice systems* community partners

to promote academic and behavioral outcomes and

enhance long-term student and family well-being

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2. ETHICAL GUIDELINES AND

EDUCATIONAL POLICY

Adhere to NASW Code of EthicsNASW SSW Standards SSWAA position statements professional valuespublic lawslocal and state statues and procedures

when implementing national, state, and localeducational policies and procedures

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3. DATA-BASED DECISION-MAKING

Promote academic & behavioral outcomes using

* scholarship * research * scientifically-supported programs and

practices

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4. EDUCATIONAL RIGHTS AND ADVOCACY

Seek equal educational opportunities for all students to achieve to their capacity

Understand the influence of historical and cultural contexts diversity and oppression social and economic forces

that impact educational rights

Advocate for changes that reinforce educational disparities

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PRACTICES

1. Provide scientifically supported education, behavior, and mental health services

2. Promote school climate and culture conducive to learning

3. Maximize school-based and community resources

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1. PROVIDE SCIENTIFICALLY-SUPPORTED EDUCATIONAL, BEHAVIORAL, AND MENTAL

HEALTH SERVICES

Implement multi-tiered programs and practices

Monitor progress

Evaluate effectiveness

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Resource Literature & Websites

Sabatino, C. A., Kelly, E. C., Moriarity, J., & Lean, E. (2013, in press). Response to intervention: A guide to scientifically-based research for school social work services. Children & Schools.

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The Center for Health and Health Care in SchoolsGeorge Washington University, Washington, DC

Annotated Bibliography: The Impacts of School-based Behavioral and Emotional Health Interventions on Student Educational Performance

http://www.healthinschools.org/School-Based-Mental-Health.aspx

Source: Dave Dupper

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University of Massachusetts, Amherst

The Center for School Counseling Outcome Research & Evaluation Quarterly Research Briefs

http://www.umass.edu/schoolcounseling/research-briefs.php

Source: Michelle Alvarez

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University of South Florida

Fixen, D. L., Naooom, S. F., Blasé, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation research: A synthesis of the literature. National Implementation Research Network.

Retrieved from: http://www.fpg.unc.edu/~nirn/resources/detail.cfm?

resourceID=31

http://www.fpg.unc.edu/~nirn/resources/publications/Mongraph

Source: Chris Sabatino

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University of South Florida:Research and Training Center for Children’s Mental

Health

Kutash, K., Duchnowski, A.J. E & Lynn, N. (2009). School-Based Mental Health: An Empirical Guide for Decision-Makers

http://rtckids.fmhi.usf.edu/rtcpubs/study04/default.cfm

Source: Michelle Alvarez

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Internet ResourcesCochrane Collaborative http://www.cochrane.org

Collaborative for Academic, Social, and Emotional Learning• http://www.casel.org

Empirically-Supported Interventions in School Mental Health• http://csmh.umaryland.edu/Resources/ResourcePackets/files/

empiricallysupported.pdf

Evidence-Based Behavioral-Practices (EBBP)• http://www.ebbp.org/

Institute of Medicine• http://iom.edu

National Registry of Evidence-based Programs and Practices (NREPP)• http://nrepp.samhsa.gov/

Safe Schools Healthy Students: Framework for Effectively Implementing Evidence-Based Programs and

Practices• http://sshs.promoteprevent.org/ebpframework

Source: Chris Sabatino

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2. PROMOTE SCHOOL CLIMATE AND CULTURE CONDUCIVE TO LEARNING

Facilitate student, family, and community engagement

Enhance capacity of school personnel

Promote effective policies and procedures

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3. MAXIMIZESCHOOL-BASED AND COMMUNITY

RESOURCES

Promote a continuum of services

Mobilize resources and promote assets

Provide: * innovative leadership * interdisciplinary collaboration* systems coordination and * professional consultation

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Evaluation Framework: School Social Work Practice Model (c)

Adaptation of Enhancing Professional Practice: A Framework for Teaching (2013)

by Charlotte Danielson

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Evaluation Framework: School Social Work Practice Model (c)

See SSWAA.ORG for final product

http://sswaa.org/displaycommon.cfm?an=1&subarticlenbr=408

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Four Domains of the Performance Evaluation

(Danielson Formulation)

1. Planning and Preparation2. Contexts for Learning3. Service Delivery and Resources4. Professional Responsibility

Each Domain is guided by a descriptive Element

Each Element is composed of specific Components

Each Component includes Examples

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SSWAA AdaptationSSWAA Adaptation

1. Preparation and Planning Domain

Guiding Element

The school social worker identifies school needs and organizes responses consistent with professional social work

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2. The School Environment Domain

Guiding Element

The school social worker advances student-centered school environments that are conducive to learning, demonstrating respect for differences in culture, background, and academic and behavioral needs

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3. Service Delivery Domain

Guiding Element

The school social worker uses knowledge of social work theory, practice, and research to implement programs and services

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4. Professional Responsibility Domain

Guiding Element

The school social worker maintains a commitment to professional conduct that enhances student academic and behavioral success.

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Components and Examples

Components are the major duties performed by the school social worker

Examples are observable behaviors.

Examples may include but are not limited to the samples provided.

Domain 1: Planning and Preparation

1 a. Conducts multi-tiered school needs assessment

1 b. Identifies scientifically supported educational, behavioral,

and mental health services to address school needs.

1 c. Identifies school and community resources to meet school

needs

1 d. Establishes collaborative relationships

1 e. Assesses family engagement

1 f. Knows current federal, state, and local laws as well as district policies and procedures that guide school social work practice.

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Domain 2: The School Environment

2 a. Contributes to a safe and healthy school environment

2 b. Advocates for policies, programs, and services that respect

diversity, addresses individual needs, and supports the inherent dignity and worth of all students, families, and

school personnel

2 c. Challenges structural barriers, social inequities, and educational disparities impacting learning outcomes

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3 a. Provides programs and services that foster social and emotional competencies

3 b. Provides ‘best practice’ approaches at the micro, mezzo, and macro level

3 c. Provides specialized services such as crisis intervention and consultation

3 d. Provides school social work services in a culturally sensitive manner.

Domain 3: Service Delivery

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3 e. Accesses school and community resources to maximize academic and behavioral success

3 f. Engages in reflective discussion with school personnel about policy positions, organizational plans, and administrative procedures impacting school success.

3 g. Provides scientifically- supported programs and services

3 h. Monitors progress of programs and services to improve academic and behavioral performance

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4 a. Adheres to NASW Code of Ethics and SSWAA ethical guidelines.

4 b. Maintains confidentiality as prescribed by professional social work and federal and state laws.

4 c. Adheres to the standards and practice requirements set by the State Education Agency.

4 d. Organizes and manages workload effectively and efficiently to deliver quality school social work.

4 e. Demonstrates effective oral and written communication

Domain 4: Professional Responsibility

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4 f. Maintains timely and accurate records and documentation in compliance with FERPA and state requirements.

4 g. Exhibits self-awareness, self-monitoring, and professional accountability.

4 h. Pursues continuous enhancement of knowledge and skills through supervision, consultation, professional development, and/or continuing education.

4. i. Respects the work of colleagues as critical to school success.

4 j. Works collaboratively and promotes interrelationships among the school board, community stakeholders, school administration, school staff and families

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Examples:

Help evaluators, who might not be professional social workers, to ‘see’ the work of school social workers

Examples ‘include but are not limited to’ the samples provided on the evaluation framework

Examples are observable behaviors or performance

indicators

Examples are to be included for each Component

1a. Conducts multi-tiered school needs

assessment Examples: * Assesses individual student needs. * Assess classroom and small group needs. * Assesses school-wide or universal school needs

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1b. Identifies scientifically supported educational, behavioral, and mental health services to address school needs.

Examples: Conducts literature search for research findings and best practices to address educational, behavioral, and mental health needs

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1c. Identifies school and community resources to meet school needs

Examples: * Surveys school and community resources. * Knows eligibility requirements for services. * Monitors linkages between students/families and services. * Takes leadership in developing new resources to meet school needs

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Level of PerformanceRating Scale

Unsatisfactory or Unacceptable Performance Behaviors: Little or no competence, requiring a performance

improvement plan

Basic or Developing Performance Behaviors: Partial or inconsistent performance, needing improvement

but no action plan

Proficient or Expected Performance Behaviors: The expected level of performance, demonstrating practice

excellence

Distinguished or Exemplary Performance Behaviors: Exceeds expected level of performance, demonstrating

superb practice

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The performance evaluation includes

artifacts and documentation from multiple sources.

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Evaluation SummaryRecommendations

Reappointment: Continued Employment

Conditional Reappointment: Performance Improvement Plan established

Demotion: Reassignment to position consistent with performance behavior

abilities

No Reappointment: Failure to progress on Performance Improvement Plan or perform in a manner consistent with school system mission and goals.

Performance Expectations for School Social Workers

Career Status Level of Competence

MSW Student Basic in all Components

1 - 3 years employment Proficient in 50% or more of Components

3 - 5 years employment Basic in 30% and Proficient in 70% of Components

5+ years of employment Proficient in 90% and Distinguished in 10% of

Components

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When school social workers are assigned to

more than one location, the site administrators,

with assistance of Personnel Service if needed,

will determine who is the primary evaluator.

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Important Message

School systems are invited to add supplementary components that meet

needs for evaluating specific professional schoolsocial work programs and services in their district.

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Important Message

School Social Workers and School Systems

are encouraged to adjust the Evaluation

Framework for their local reviews and specific

needs.

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Dialogue

Questions and Comments about:

* SSWAA National School Social Work Practice Model

* SSWAA Draft Evaluation Framework for SSW Practice

How does your school district approach implementation of

practice models and evaluation frameworks?