s. w. e. e. t. school social work effectiveness evaluation tool laura richard, abd, lcsw louisiana...

S. W. E. E. T.

School Social Work Effectiveness Evaluation

ToolLaura Richard, ABD, LCSWLouisiana State University

04/19/232012 LSU School of Social Work Office of Social Service Research and Development

Overview

I. Louisiana Education Reform

II. History of school social work evaluation

III. School Social Work Effectiveness Evaluation Tool (SWEET)

IV. How to determine effectiveness

V. Next steps….


Louisiana Education Reform

• School Choice

• ESEA waiver—PLAN, SCORE, ACT

• Teacher Evaluations•50% student growth measures (Value-Added Model)•50% Professional Practice Measures (Observations)• 4 domains:• Planning and Preparation• Classroom Environment • Instruction • Professional Responsibilities


Background

• History of Louisiana school social work

• 3 year project

• Year 1

• Survey

• Focus groups

• Preliminary evaluation developed


Background

• Year 2

• Job description and model of practice

• School Social Work public relations

• Pilot of evaluation tool


Social Mental Systemic Inequalities Health Climate

Legislation Political Environment Climate

• Micro-Practice

• Evaluation

• Macro-Practice

• Supervision

Accountability and Data-Based

Decision-Making

Advocacy

Cultural Competency

Family, Staff, and Community

Collaboration

Home

Classroom

Community

Peers


Background

• Year 3• Pilot of database in 3-5 school districts

or 1-2 regions of state• Finalize rubric for evaluation

guidelines•Determine appropriate statistics• Statewide supervision hierarchy


Louisiana Supervision Hierarchy


Database

• Stage of development

• Preview of database http://leads4stg.doe.louisiana.gov/PTL


Screen Shots04/19/23

2012 LSU School of Social Work Office of Social Service Research and Development

Changes

Student Contact Type Contact Method

Contact Duration

Macro Micro Assessment/Evaluation

Supervision/

Professional

Development

Impact of Contact

Barriers to High

Impact

*Provide drop-down menu of social worker’s students

*Drop-down menu for social worker to click (# chosen will go beside student chosen:1=student2=parent/guardian3=teacher4=administrator5=pupil appraisal team member(s)6=another social worker7=school-wide service8=SW intern9=Other (leave place for “other” to be typed in)

*Drop-down menu for social worker to click (# chosen will go beside student and contact type):1=face to face2=telephone3=electronic4=other (leave a place for “other” to be typed in)

*Drop-down menu for social worker to click (# chosen will go beside contact method, etc….):1=0-15 min2=16-30 min3=31-45 min4=46-60 min5=>2 hours6=>3 hours7=>4 hours8=>5 hours

*Drop-down menu for macro services:--see attached list of numbered activities

--see attached list of numbered activities



--see attached list impact categories

--see attached list barriers


Macro

• Macro (School or District-wide) Drop-Down Menu• 1= Administrative duties (for school or district-wide services) • 2= Collaborating with community agencies/services for

school/district • 3= Crisis intervention (school-wide)• 4= PBS facilitator/team member • 5= Prevention services (school-wide)• 6= School-wide intervention• 7=Test administration• 8= Universal behavior screening• 9= Whole school/district personnel training• 10=Other tasks (please specify)


Micro

• Micro (Individual or small-group) Drop-Down Menu• 1= Abuse/neglect reporting • 2= Administrative duties (for individual or small group)• 3= Conflict resolution • 4= Crisis intervention (individual or small group)Family counseling/education• 5= Discipline hearing/IEP meeting/school-building level committee meeting• 6= Family meeting • 7= Group counseling• 8= In-class student coaching/guidance• 9= Individual counseling/consultation/screening • 10=Meeting preparation activities (writing behavior plan, looking up student information,

talking to teacher) 11= • 12=Multidisciplinary team collaboration/meeting• 13=Referral to resources outside the school setting• 14=School personnel consultation (not in preparation for a meeting)• 15=Other tasks involving no student contact (please specify)


Assessment/Evaluation

• Pupil Appraisal Assessment/Evaluation for Special Education• 1= Adaptive behavior assessment• 2= Eligibility determination meeting• 3= Initial IEP meeting • 4= Integrating evaluation report• 5=Medical diagnosis verification• 6= Observation• 7= Psychosocial assessment/parent interview• 8= Student interview• 9= Teacher interview • 10= Typing my portion of the evaluation• 11= Other (please specify)


Supervision/Professional Development

• Supervision/Professional Development• 1= Attending professional development (conferences,

trainings)• 2= Policy development• 3= Program development (for training/educating others)• 4= Program evaluation • 5= Providing LCSW supervision• 6= Providing workplace supervision• 7=Other (please specify)


Impact

Impact of Contact

Likert scale: 0 1 2 3 4 5

No Impact High Impact

(problem solved)


Barriers to High Impact

• Barriers to High Impact• 1= Administration at school • 2= Chronic mental illness • 3= Lack of supervision by a social worker (needed for consultation)• 4= Social worker caseload size • 5= Student:• ___ homebound ___ moved out of state• ___ incarcerated ___ attends school in new district• ___ deceased ___ dropped out• ___ in GED or job training program ___ successfully passed to next grade• ___ graduated ___ refusal of services• ___ non-compliance• 6= Student’s family/guardians• ___ refusal of services ___ limited/no access to family/guardians• 7= Teacher• 8= Team member• 9= Other (please specify)


Student Contact Type

Contact Method

Contact Duration

Macro Micro Assessment/Evaluation

Supervision/ProfessionalDevpt.

Impact of Contact

Barriers to High Impact

2222222 1 3 6 9 3 5


Evaluating School Social Workers

• Louisiana Teacher Assessment Rubric

• http://www.louisianaschools.net/lde/uploads/19579.pdf

• Determining effectiveness• Hierarchical Linear Modeling

• Other information• Relationships


Independent Variables

• Prior achievement

• Gifted, 504, or disability status

• Attendance

• Free and reduced meal eligibility

• Limited English proficiency

• Prior discipline history

• Classroom composition variables


Dependent Variables

• A B C s• Attendance

• Behavior

• Curriculum


Implications

• Training

• Student needs identification

• First picture of school social work formed


Questions??

????


Contact Info

Laura Richard, LCSW

Louisiana State University

[email protected]


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