School Social Work National Model An Overview Developed from 2011-2013 by a group of school social work academics and practitioners. Designed to be flexible given the wide range of school social work delivery models.

Rationale Purpose Describes skills and services Promotes consistency Provides a framework for the evaluation of services Guides advocacy efforts and service delivery decisions The Model *   Describes the skills and services needed for the delivery of high quality social work services in schools
*   Promotes consistency to guide graduate education, credentialing, and professional practice 
*   Provides a framework for the evaluation of services
*   Empowers those concerned about school social work services with a coherent model to guide advocacy
     efforts and service delivery decisions 
*   Recommends a general ratio of 1:250 students depending on the characteristics and needs of the student
     population served. Students with intensive needs would require a lower ratio
*   Is to be used in conjunction with NASW’s Standards for School Social Work Practice and Code of Ethics, as 
     well as SSWAA’s Ethical Guidelines Series.
*   Includes a School Social Work Practice Model Brochure, School Social Work Practice Model PowerPoint 
     (pending), and an evaluation handout (pending). Advantages of Adopting the Model *   Improve academic and behavioral outcomes
*   Help to ensure delivery of scientifically supported education, behavior, and mental health services
*   Promote a school climate and culture conducive to student learning and teaching excellence
*   Maximize school-based and community resources School Social Workers *   Are trained mental health professionals
*   Have a degree in social work
*   Provide services related to a person’s social, emotional, and life adjustment to school and society
*   Are the link between home, school, and community in providing services to students, families, and school 
     personnel
*   Promote and support students’ academic and social success 

Rationale Purpose Advantages Describes skills and services Promotes consistency Provides a framework for the evaluation of services Guides advocacy efforts and service delivery decisions Advantages Improves academic and behavioral outcomes Helps to ensure the delivery of scientifically supported services Promotes a positive school climate and culture Maximizes school-based and community resources The Model *   Describes the skills and services needed for the delivery of high quality social work services in schools
*   Promotes consistency to guide graduate education, credentialing, and professional practice 
*   Provides a framework for the evaluation of services
*   Empowers those concerned about school social work services with a coherent model to guide advocacy
     efforts and service delivery decisions 
*   Recommends a general ratio of 1:250 students depending on the characteristics and needs of the student
     population served. Students with intensive needs would require a lower ratio
*   Is to be used in conjunction with NASW’s Standards for School Social Work Practice and Code of Ethics, as 
     well as SSWAA’s Ethical Guidelines Series.
*   Includes a School Social Work Practice Model Brochure, School Social Work Practice Model PowerPoint 
     (pending), and an evaluation handout (pending). Advantages of Adopting the Model *   Improve academic and behavioral outcomes
*   Help to ensure delivery of scientifically supported education, behavior, and mental health services
*   Promote a school climate and culture conducive to student learning and teaching excellence
*   Maximize school-based and community resources School Social Workers *   Are trained mental health professionals
*   Have a degree in social work
*   Provide services related to a person’s social, emotional, and life adjustment to school and society
*   Are the link between home, school, and community in providing services to students, families, and school 
     personnel
*   Promote and support students’ academic and social success 

The roles and responsibilities of school social workers vary significantly across schools, districts, states, and countries. The purpose of the School Social Work Practice Model is (1) to articulate the skills and services that can be expected from school social workers, and (2) to promote consistency in undergraduate and graduate social work education, credentialing, and professional practice, with the goal of improving academic and behavioral outcomes. Overview The Practice Model encourages school social workers to simultaneously 1) provide evidence-based educational, behavioral, and mental health services; 2) promote school climate and culture conducive to learning; and 3) maximize access to school-based and community-based resources. School social workers are expected to possess advanced knowledge and technical skills to guide their practice in these three areas. There are a variety of factors that influence the percentage of time school social workers allocate to these different roles. The most obvious factor is the ratio of Full Time Equivalence to the number of students served. For all of the practices and key constructs in this model to be implemented effectively, a full-time social worker is required, which is approximately a 1-250 school social worker-student ratio. This estimate will vary depending on several factors, such as the percentage of high-risk students, the experience and expertise of the school social worker, and the availability of other services in the school and the community. Other factors that may affect the job description of school social workers are the priorities and expectations of the school/district. Each of the practice features is supported by historical school social work scholarship and research that serve to delineate this specialized form of professional social work practice. The following key constructs are infused into each practice features: 1) Home-school-community linkages, 2) Ethical guidelines and educational policy, 3) Education rights and advocacy, and 4) Data-based decision-making

Practice #1: Provide evidence-based education, behavior, and mental health services Primary direct service component Unique expertise in child and family work Assistance to school staff in implementing interventions with fidelity Accomplished by… Implementing multi-tiered programs and practices, Monitoring progress, and Evaluating effectiveness Providing evidence-based education, behavior, and mental health services to support academic and behavior outcomes constitutes the primary direct service component of school social work practice. School social workers have expertise in child and family work that is unique because it also incorporates school and community stressors that interfere with educational success. In addition, school social workers’ consultative skills can assist other school staff in implementing interventions with fidelity. This practice feature is accomplished by:   Implementing multi-tiered programs and practices, Monitoring progress, and Evaluating effectiveness School social workers are expected to possess advanced knowledge and technical skills to guide their practice in these three areas. The proportion of their time that school social workers engage in each practice varies widely depending on contextual factors, including the needs of the community, school, families, and students served.

Practice # 2: Promote a school climate and culture conducive to student learning and teaching excellence School policies and procedures Capacity-building Supportive relationships Accomplished by… School policies and administrative procedures, Enhancing professional capacity, and Facilitating engagement Promoting school climate and culture conducive to learning refers to the psycho-social environment that fosters academic engagement and achievement. Schools with contexts conducive to learning have: 1) policies and procedures that produce safe and orderly environments; 2) capacity-building efforts to promote effective practices; and 3) supportive relationships within and between students, families, school staff, and community partners. Implementing this practice feature is accomplished by:   Promoting effective school policies and administrative procedures Enhancing professional capacity of school personnel Facilitating engagement between student, family, school, and community

Practice #3: Maximize access to school-based and community-based resources Primary indirect or macro-practice component Coordinates available services Capitalizes on knowledge of school and community resources Accomplished by… Promoting a continuum of services, Mobilizing resources and promoting assets and Providing innovative leadership, interdisciplinary collaboration, systems coordination, and professional consultation Maximizing school-based and community-based resources constitutes the primary indirect or macro-practice component of school social work services. This involves coordinating available services within the school or reaching out to community partners to secure services to meet school needs. School social workers have extensive knowledge about school system services as well as the scope of services available within the community, and they possess the skills to navigate these service delivery systems (e.g., health, mental health, child welfare, and juvenile justice). As a part of their role in the school system, school social workers challenge barriers to accessing school-based and community-based resources that support academic and behavioral success. This practice feature is accomplished by: Promoting a continuum of services Mobilizing resources and promoting assets Providing innovative leadership, interdisciplinary collaboration, systems coordination, and professional consultation.

Key Constructs Home-school-community linkages Ethical guidelines and educational policy Education rights and advocacy Data-based decision-making (Recommend 250:1 ratio & MSW Degree) Each school social work practice is supported by historical scholarship and research that delineates this specialized form of professional social work practice. The following key constructs are infused into each practice. Home-school-community linkages Academic achievement and behavior are profoundly impacted by the environment, including relationships and interactions across home, school, and community settings. Facilitating communication and promoting linkages across these systems is a central characteristic of school social work practice. Ethical guidelines and educational policy School social workers follow professional ethical guidelines and carry out federal and state educational policy to provide the highest level of school social work practice. The National Association of Social Workers (NASW) Code of Ethics and School Social Work Association of America (SSWAA) Ethical Guideline Series define expectations for ethical school social work practice. School social work literature further facilitates accountability by promoting the use of an ethical decision-making model when applying laws, policies, and codes to specific school dilemmas. The Code of Ethics emphasizes the need for continuous professional development to keep abreast of evidenced-based practices in the field, and reflection on evidence-based practices to ensure that they fit the context and culture of the school setting. Education rights and advocacy School social workers address the ways in which structural inequalities and school processes affect school quality and educational outcomes. School social work practitioners are expected to raise issues of diversity and social and economic justice that lead to school failure and educational disparities. School social workers should be able to balance their mandate as school employees to advocate for students and families with their mandate as social workers to help change policies and practices that undermine the dignity and worth of students. Data-based decision-making School social workers use the best current research to design and implement interventions. School social work services should be informed by the research literature, adapt empirically supported interventions to fit student needs, and routinely evaluate the effectiveness of policies, programs, and practices.

National Evaluation Model of School Social Work Practice Based on Teacher Evaluation Frameworks Includes 4 domains Planning and Preparation Context for Learning Service Delivery and Resources Professional Responsibilities Performance Expectations The Danielson Framework for Teaching: School Social Work is cross-walked with the National Association of Social Workers Standards for School Social Work Services (2012) retrieved at http://www.naswdc.org/practice/standards/NASWSchoolSocialWorkStandards.pdf and with the School Social Work Association of America’s School Social Work Practice Model (2013) retrieved at http://sswaa.org/displaycommon.cfm?an=1&subarticlenbr=459 Also DC Public Schools and Hillboro, FL school district

Supplemental Documents NASW’s Standards for School Social Work Practice NASW’s Code of Ethics SSWAA’s Ethical Guideline Series School Social Work Practice Model Brochure Teacher Evaluation Frameworks

Thank you! Correspondence concerning the model should be addressed to: ContactUs@sswaa.org Citation: Frey, A.J., Alvarez, M.E., Dupper, D.R., Sabatino, C.A., Lindsey, B.C., Raines, J.C., Streeck, F., McInerney, A., Norris, M.A. (2013). School Social Work Practice Model. School Social Work Association of America. Retrieved from http://sswaa.org/displaycommon.cfm?an=1&subarticlenbr=459

School Social Work Association of America National Evaluation Framework for School Social Work Practice (2013) School systems are invited to adapt this evaluation framework to meet specific needs for evaluating their school social work programs and services.

Performance Expectations for School Social Workers Career Status Level of Competence   MSW Student Basic in all Elements 1-3 years employment Proficient in 50% or more of the Elements 3 - 5 years employment Basic in up to 30% and Proficient in 70% of the Elements 5+ years of employment Proficient in up to 90% and Distinguished in 10% of the Elements

When school social workers are assigned to more than one location, the site administrators, with assistance of Personnel Service if needed, will determine who the primary evaluator is.

The SSWAA National Evaluation Framework for School Social Work Practice (2013) consists of four Practice Domains. These domains are the major areas of professional practice, including: Planning and Preparation The School Environment Service Delivery and Resources Professional Responsibilities

The Level of Performance has four ratings: Unsatisfactory or Unacceptable Performance Behaviors: Little or no competence, requiring a performance improvement plan of action 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

Domain 1: Planning and Preparation   Domain 1: Planning and Preparation Element: The school social worker identifies school needs and organizes responses consistent with professional social work COMPONENTS L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1a. Conducts multi-tiered school needs assessment Examples may include but are not limited to: Assessing individual student needs; Assessing classroom and small group needs; Assessing school-wide or universal school needs

Domain 2: The School Environment   Domain 2: The School Environment Element: The school social worker advances student-centered school environments that are conducive to learning, demonstrating respect for differences in culture, background, and learning needs COMPONENTS L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 2a. Contributes to a safe and healthy school environment. Examples may include but are not limited to: Increasing students’ feelings of physical safety in their school; Promoting students’ feelings of connectedness to their school; Facilitating the social and emotional learning school environment.

Domain 3: Service Delivery   Domain 3: Service Delivery Element: The school social worker uses knowledge of social work theory, practice, and research to implement programs and services COMPONENTS L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 3 a. Implements and monitors multi-tiered empirically-supported interventions that improve academic and behavioral performance Examples may include but are not limited to: Exhibiting current knowledge of school social work practices; Exhibiting a variety of methods and techniques to address problems encountered by students, groups, and schools; Assessing implementation fidelity of programs and services.

Domain 4: Professional Responsibilities   Domain 4: Professional Responsibilities Element: The school social worker maintains a commitment to professional conduct that enhances student academic and behavioral success COMPONENTS L E V E L O F P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4a. Adheres to the standards and practice requirements set by the State Education Agency. Examples may include but are not limited to: Holding proper licensure or certification; Following proper procedures to address parent complaints, student discipline, and attendance.

A Framework for Safe and Successful Schools

All students regardless of race, color, national origin or zip code, deserve a high-quality education that includes resources such as: academic and extracurricular programs strong teaching technology and instructional materials safe school facilities

Other non-instructional employees whom OCR may consider include school guidance counselors, school psychologists, librarians, specialized therapy providers for students with disabilities (e.g., speech, physical, and occupational therapists), and social workers.

The services these employees provide in academic development, social and emotional skill development, and college and career planning contribute to positive student outcomes.

OCR looks at other staff members who help students enter the classroom ready to learn, such as social workers or other health professionals, and those who otherwise support the school environment

Thank you, please travel home safely !