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

1. Forging a National Model & Evaluation Framework for School Social Work Practice School Social Work Association of America (c) 2013

2. Task Force Members (Alpha Order) Michelle Alvarez, Ed. D., C-SSWS Professor Minnesota State University, Mankato Department of Social Work (On Sabbatical) David R. Dupper, Ph. D. Professor, College of Social Work University of Tennessee Andy Frey, Ph. D., LCSW Professor, School Social Work Coordinator University of Louisville Brenda Lindsey, E. D., MSW, LCSW (Presenter) Clinical Associate Professor University of Illinois, Urbana

3. Anne McInerney, MSW, LICSW School Social Worker, St. Paul, MN Standards & Practices, SSWAA Molly Norris, MSW, LGSW Adjunct Faculty Member, Minnesota State University, Mankato Lead School Social Worker, District 77 Jim Raines, Ph. D., LCSW Professor & Department Chair Health, Human Services & Public Policy University of California, Monterey Bay Christine AnlaufSabatino, Ph. D., MSW, LICSW, C-SSWS (Presenter) Associate Professor Director, Center for the Advancement of Children, Youth, and Families National Catholic School of Social Service The Catholic University of America sabatino@cua.edu (email questions and comments) Frederick Streeck, MSW, LCSW (Presenter) Executive Director, SSWAA

4. Presentation Outline • Background • SSWAA National School Social Work Practice Model • SSWAA Evaluation Framework for SSW Practice • Dialogue on Practice Models and Evaluation Frameworks

5. 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

6. 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/ 6

7. SSWAA National School Social Work Practice ModelDevelopment Plan 2011 - 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 Revised

8. 2012 Public Comment SSWAA Posts Draft on Website Draft Revised SSWAA Delegate Assembly Approves National Model Official Policy Statement for SSWAA

9. SSWAA National School Social Work Practice Model 2013 (c) SSWAA.org http://sswaa.org/displaycommon.cfm?an=1&subarticlenbr=459

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11. 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

12. 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

13. 2. ETHICAL GUIDELINES AND EDUCATIONAL POLICY Adhere to NASW Code of Ethics NASW SSW Standards SSWAA position statements professional values public laws local and state statues and procedures when implementing national, state, and local educational policies and procedures

14. 3. DATA-BASED DECISION-MAKING Promote academic & behavioral outcomes using * scholarship * research * scientifically-supported programs and practices

15. 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

16. 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

17. 1. PROVIDE SCIENTIFICALLY-SUPPORTED EDUCATIONAL, BEHAVIORAL, AND MENTAL HEALTH SERVICES Implement multi-tiered programs and practices Monitor progress Evaluate effectiveness

18. 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.

19. The Center for Health and Health Care in Schools George 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

20. 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

21. 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

22. 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

23. Internet Resources Cochrane 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

24. 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

25. 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

26. Evaluation Framework: School Social Work Practice Model (c) Adaptation of Enhancing Professional Practice: A Framework for Teaching (2013) by Charlotte Danielson

27. Evaluation Framework: School Social Work Practice Model (c) See SSWAA.ORG for final product http://sswaa.org/displaycommon.cfm?an=1&subarticlenbr=408

28. Four Domains of the Performance Evaluation(Danielson Formulation) • Planning and Preparation • Contexts for Learning • Service Delivery and Resources • Professional Responsibility Each Domain is guided by a descriptive Element Each Element is composed of specific Components Each Component includes Examples

29. SSWAA Adaptation1. Preparation and Planning Domain Guiding Element The school social worker identifies school needs and organizes responses consistent with professional social work

30. 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

31. 3. Service Delivery Domain Guiding Element The school social worker uses knowledge of social work theory, practice, and research to implement programs and services

32. 4. Professional Responsibility Domain Guiding Element The school social worker maintains a commitment to professional conduct that enhances student academic and behavioral success.

33. 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.

34. 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.

35. 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

36. 3 a. Provides programs and services that foster social and emotional competencies 3 b. Provides ‘best practice’ approaches at the micro, mezzo, and macro level3 c. Provides specialized services such as crisis intervention and consultation3 d. Provides school social work services in a culturally sensitive manner. Domain 3: Service Delivery

37. 3 e. Accesses school and community resources to maximize academic and behavioral success3 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

38. 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

39. 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

40. Examples:Help evaluators, who might not be professional social workers, to ‘see’ the work of school social workersExamples ‘include but are not limited to’ the samples provided on the evaluation frameworkExamples are observable behaviors or performance indicators Examples are to be included for each Component

41. 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 41

42. 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

43. 1c. Identifies school and community resources to meet school needsExamples: * 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

44. 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

45. The performance evaluation includes artifacts and documentation from multiple sources.

46. 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.

47. Performance Expectations for School Social WorkersCareer 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

48. 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.

49. Important Message School systems are invited to add supplementary components that meet needs for evaluating specific professional school social work programs and services in their district.

50. Important Message School Social Workers and School Systems are encouraged to adjust the Evaluation Framework for their local reviews and specific needs.