Transcript Multitier School Social Work Practice

Must Knows for New
School Social Workers
11-1-2012
Minnesota School Social Work Fall Conference
Kathy Lowry, SSW, Prior Lake/Savage Schools
[email protected]
952-226-0671
Cathy Dalnes, Lead SSW, Mpls. Public Schools
[email protected]
612-668-5436
Overview
Role of the school social worker
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Spec Ed/Due process
Resource connections for families
Leadership in areas of data privacy, custody issues
Consultation and Collaboration
Support for students with social/emotional/behavioral/mental health needs
Data collection and review
Attendance interventions and follow up
Leadership and/or participation in RTI/SST teams
Assessment – formal, informal
Counseling – crisis, individual
Group work – children in change, grief, social skills, etc.
Abuse/neglect concerns follow up
School wide climate
Parent/family engagement
Advocacy and support for homeless/highly mobile students
Advocacy for students, families, staff
School Social Work
• Multitier Model of Practice
– Response to Intervention RTI
– Positive Behavior Intervention Supports PBIS
• Special Education
NASW Standards of School Social Work Practice 2012
Guiding Principle # 3
• Multitier Intervention Model
– Tier 1 - School wide - prevention
– Tier 2 - small group - short term
– Tier 3 – individual - long term
• Evidence Informed Interventions
Multitier Model of Social Work
~5%
~80% of Students
TIER II
• Why Try
• Check In Check Out
•Check and Connect
•Brief functional behavior supports
•Brief mental health supports
•Targeted Social Skills Instruction
•Small Group/Individual – short term
TIER I•Second Step Social Skills
•Olweus Bullying Program
•Signs of Suicide (SOS)
•Strengthening Families Program
•Parent Engagement
•School Wide Expectation Plan PBIS
Cultural Relevance
~15%
TIER III
• Wraparound
• Community agency supports
• Behavior contingencies
• Clinical mental health services
• Functional behavior supports
• SSW Individual/group-long term
• Consider Special Education
School-Wide Systems for Student Success
Response to Intervention (RTI) Positive Behavior Intervention Supports PBIS
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
Intensive, Individual Interventions
•Individual Students
•Intense, durable procedures
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Minnesota Department of Education
What is Response to Intervention?
• Response to intervention (RTI) is the
integration of assessment and intervention
within a school wide multi-level prevention
system to maximize student achievement
and reduce behavior problems.
National Center on Response to Intervention
What is PBIS?
Positive Behavior Interventions and Supports (PBIS)
means those strategies used to improve the school
environment and teach pupils skills likely to increase
pupil ability to exhibit appropriate behavior.
Minn. Statute § 121A.66 Subd.6
School Social Work - Special Education
IEP
School Social Workers connect
with parents to help them
understand and navigate their
way through Special
Education.
PBS
FBA
LRE
PBIS
ISFP
RTI
modifications
accommodations
manifestation
due process
EBD PI OHD
SLD
ASD
DCD VI TBI
Due Process
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Parent rights
Timelines
Eligibility
Instruction and Related Services
Social Work Services in School Defined
IDEA 300.34 (c) (14)
 (i) preparing a social or developmental history on a child with a
disability;
 (ii) Group and individual counseling with the child and family;
 (iii) Working in partnership with parents and others on those
problems in a child's living situation (home, school, and
community) that affect the child's adjustment in school;
 (iv) Mobilizing school and community resources to enable the child
to learn as effectively as possible in his or her educational program,
and
 (v) Assisting in developing positive behavioral intervention
strategies.
Special Education Related Services
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Social Work in Schools
Counseling services
Parent counseling and training
School psychology services
Recreational/therapeutic recreation services
Rehabilitation counseling services
Social health services
Clinical psychology , Clinical Social Work
Related Services are
developmental, corrective and other
supportive services as are required to
assist a student with a disability to benefit
from special education
34 CFR § 300.34 (a)
Direct Social Work Services
 Documented data shows need of social work services to meet an
IEP goal and progress can be measured toward achieving the goal
 Need is documented in present levels of evaluation report and
IEP
 Justification statement is included in the IEP
 Social Worker determines what service to provide
 Direct services examples include:
 Individual /group counseling
 Social Skills instruction
 Regular student check ins
 Positive behavior interventions
 Direct services provided by school social workers should be
reflected on the services grid on the IEP
(MSSWA School Social Work Manual Chapter VII)
Indirect School Social Work Services
 Indirect services are needed supports not directly linked
to an IEP goal
 Indirect related services can be documented in the
Adaptations in General Education and Special Education
section of IEP
 Indirect service examples
 Parent support, counseling, education
 Observations and data collection
 Consultation to teachers and support staff
 positive behavior supports
 modeling de-escalation techniques
 Crisis Intervention
 Coordination of school and community-based services
(MSSWA School Social Work Manual Chapter VII)
Special Education
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Pre-referral - Interventions
Referral
Evaluation and assessment
Eligibility Determination
Development of Individual Education Plan (IEP)
Implementation of special education supports
and related services
• Progress reporting
• Annual Reviews
• Re-evaluation on a 3- year cycle in MN
School Social Work - Pre -referral
 Assist school staff in understanding influences on
the students social, emotional, behavioral
functioning
 Assist school staff in planning appropriate evidence
based interventions
 Provide social work services
 Individual, small group interventions
 Family , staff consultation
 Community resources
School Social Work- Evaluation -Eligibility
• Child Study Team Evaluation Plan
– Background -Social Developmental History
– Social Skills Improvement System
– Observation
• Child Study Team Evaluation Outcomes
– Meets a disability criteria
– Eligibility for special education services
– Needs for related services
• Support to parents
– Clarification -Questions
Team Determination of Eligibility
 Meet criteria for one of the disability categories
Autism Spectrum Disorder
Deaf – Blind
Physical Impairments
Specific Learning Disability
Visual Impairment
Severely Multiply Impaired
Traumatic Brain Injury
Blind-Visual Impairments
Deaf/Hard of Hearing
Emotional or Behavior Disorder
Other Health Disability
Developmental Cognitive Disability
Early Childhood/Developmental Delay
Speech or Language Impairments
 In need of specialized education supports and
services including related services
 Criteria Checklists: http://education.state.mn.us
School Social Work -The IEP
 Engages family in the IEP process
 Assists IEP team decisions
 identification of student needs
 special education and related services
 Social work related services
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goals and objectives
accommodations and modifications
positive behavior supports
transition planning (begins -age 14)
 Provides SW services reflected in IEP
 Collects data to measure progress toward goals
Role of the School Social Worker
with Homeless and Highly Mobile
Students
Facts about
Homelessness
• Families with young children are the fastest growing homeless
population throughout this country.
• No single factor causes homelessness: economic crisis, death of
a parent, abuse or chronic neglect are factors commonly
reported.
• Lack of living wage jobs & a shortage of affordable housing are
the primary problems facing homeless families.
• Homelessness compromises the physical and emotional well
being of children.
Zib Hinz, HHM Liaison, MPS, 2012
Effects on Children & Youth
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Condition: Overcrowded living
conditions
Effect: Lack of privacy, disturbed
sleep, no quiet area to do homework, falling behind academically,
unable to concentrate
Condition: Constantly moving,
leaving behind familiar space,
possessions & people
Effect: no sense of space or own
possessions, life as temporary,
frustrated, difficulty with
transitions, no sense of control
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Condition: Lack of access to basic
necessities
Effect: Low self-esteem, may be
bullied or put down by peers, hunger
or worry about food is a constant
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Condition: Frequent change of school
Effect: little or no sense of structure,
lack of continuity, unwilling to risk
deep friendships, depression over loss
of familiar places and friends
Zib Hinz, HHM Liaison, MPS, 2012
McKinney Vento Legislation:
Education for Homeless Children and Youth
• Purpose: to ensure that children & youth who are homeless
have the same opportunities to reach high academic
standards as all students.
• Requirements:
• Identify & enroll
• Attendance
• Achievement
• Report
Zib Hinz, HHM Liaison, MPS, 2012
McKinney-Vento Definition of Homelessness
lacking a fixed, adequate, regular nighttime residence
• In shelters – family, DV, youth,
temporary housing
• In motels, hotels, or weekly
rate housing
• Doubled up with friends or
relatives because you cannot
find or afford housing
• In an abandoned building,
other inadequate accommodation, or in a car
• On the street
• Awaiting foster care placement
• With friends or family because
you are an unaccompanied
youth
• Abandoned in hospitals
• Migrant children & youth
Zib Hinz, HHM Liaison, MPS, 2012
School Response
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Immediate school registration, transportation, school supplies,
initial identification of special needs
Staff development district wide for all staff
Connection with school social workers
Early childhood screening at shelters & supports
Support for shelter tutoring
High school support teams
Attendance support
After-school programs
Mentoring
Partnerships with city and county
Reports to MDE, data collection
Research partners with U of MN; advocacy throughout community
Zib Hinz, HHM Liaison, MPS, 2012
Student Attendance and the
School Social Worker
Attendance info
It's the Law!
Minnesota law states that all students are
required to attend school from age 7, or when
they enter kindergarten (whichever comes
first) until they are 18 years old. A student's
failure to attend school may lead to legal
action for the parents/guardians and the
student.
Attendance policy
District level
Example: MPS
Attendance Interventions
Classroom/School-wide
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Positive daily attendance messages-announcements
Classroom rewards
Monthly perfect attendance
Displaying positive attendance messages around the
building – policy, expectations, etc.
• Classroom “competitions”
• Mentoring programs
• Accurate daily attendance data, good data systems
Attendance Interventions
Individual student
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Phone calls
Meeting with student
Attendance contract
Letters sent home
Home visits
Reinforcement plan/rewards
County truancy/educational neglect procedures
Attendance Contract
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ATTENDANCE CONTRACT
Meeting Date: _____________________________
Student’s Name
School Grade ____________________________________
Address Phone Alternative Phone
Primary School Staff Contact: __________________________________ Phone _______________
Student’s explanation of the attendance problem:
I, ,a ___________ Public School student at , am entering into a
contract with the social worker, truancy worker, administrators, and my team staff to make sure that I attend class every day on time.
Student’s plan for improved attendance (initial only those that apply):
_____ (Initial) I will provide the school with any change of address and/or phone number.
_____ (Initial) I know the attendance policy for my school and for the district.
_____ (Initial) I know the difference between excused and unexcused absences.
_____ (Initial) I will provide documentation from a health provider if I am absent due to illness.
_____ (Initial) I will be on time in the morning, start time is ________ a.m.
_____ (Initial) I will not be tardy to any of my classes.
_____ (Initial) I will attend and stay in all of my scheduled classes.
_____ (Initial) I will leave school at dismissal time which is _________ p.m.
_____ (Initial) I will do my work as assigned by my teachers.
_____ (Initial) I will participate positively in school and take responsibility for my actions.
Additional agreement (if any)
Parent’s plan for improved attendance (initial only those that apply):
_____ (Initial) I will provide the school with any change of address and/or phone number.
_____ (Initial) I know the attendance policy for my child’s school and for the district.
_____ (Initial) I know the difference between excused and unexcused absences.
_____ (Initial) I will provide documentation from a health provider if my child is absent due to illness.
_____ (Initial) I will support my child in arriving at school on time, start time is ________ a.m.
_____ (Initial) I will contact the school biweekly to follow-up regarding my child’s educational progress.
Additional agreement (if any)
School’s plan for improved attendance (initial only those that apply):
_____ (Initial) Assistance in scheduling a medical and/or mental health evaluation (release of information obtained)
_____ (Initial) Provide a school staff mentor for student.
_____ (Initial) Incentive program will be developed and implemented.
_____ (Initial) Academic and/or behavior interventions will be initiated and reviewed
_____ (Initial) Educational neglect or truancy petition will be filed with Hennepin County as needed.
Additional agreement (if any)
Student Signature Date
Parent Signature Date
School Staff Signature Date
Review Date
Panel - School Social Work Interventions
School Social Work Website Resources
Center for the Study of Prevention of Violence
http://www.colorado.edu/cspv/blueprints/modelprograms/BPP.html
Collaborative for Academic, Social and Emotional Learning (CASEL) http://www.casel.org
Committee for Children http:// www.cfchildren.org
Council for Exceptional Children www.cec.sped.org
Direct Behavior Ratings http://www.directbehaviorratings.com
GLSEN Gay, Lesbian, Straight Education Network www.glsen.org
IDEA Partnership www.ideapartnership.org
Intervention Central www.interventioncentral.org
LD Online www.ldonline.org
Minnesota Association of Children’s’ Mental Health www.macmh.org
Minnesota Department of Education http://education.state.mn.us/mde/index.html
Minnesota School Social Work Association www.msswa.org
National Center for Learning Disabilities www.ncld.org
National Center for on Response to Intervention http://www.rti4success.org
National Center for Mental Health Promotion and Youth Violence Prevention
http://www.promoteprevent.org
National Institute of Mental Health www.nimh.nih.gov
Office of Special Education Programs Center on Positive Behavioral Interventions and
Supports http://www.pbis.org
Pacer Center http://www.pacer.org
PBIS World http://pbisworld.org
Positive Behavior Intervention Supports www.pbis.org
Promising Practices Networkhttp://www.promisingpractices.net/
Safe and Supportive Schools http://safesupportiveschools.ed.gov
SAMHSAs National Registry of Evidence-based Programs and Practices
http://www.nrepp.samhsa.gov
Search Institute http://www.search-institute.org/developmental-assets
School Crisis Response Initiative Office for Victims of Crimes
http://www.ovc.gov/publications/bulletins/schoolcrisis/ncj197832.pdf
School Social Work Association of America www.sswaa.org
School Social Work Practice Manual: Minnesota School Social Work Association.
http://www.msswa.org/manual.html
School Success Online www.schoolsuccessonline.com
Stop Bullying Now www.stopbullyingnow.hrsa.gov/
Teaching Tolerance www.teachingtolerance.org
The Helping Traumatized Children Learn Manual: Massachusetts Advocates for Children
Web site: http://www.massadvocates.org/documents/HTCL_9-09.pdf
What Works Clearinghouse http://ies.ed.gov/ncee/wwc/
U.S. Department of Education Office of Special Education and Rehabilitative Services
http://www2.ed.gov/about/offices/list/osers/osep/index.html
UCLA Mental Health Project Center for Mental Health in Schools
http://smhp.psych.ucla.edu
University of Maryland Center for School Mental Health
http://csmh.umaryland.edu/resources.html
School Social Work Books
Bye, L., Alvarez, M.E., Haynes, J., Sweigart, C.E. (2010). Truancy prevention and
intervention: A practice guide. New York: Oxford University Press.
Cheung, M. (2006). Therapeutic games and guided imagery: Tools for mental health and
school professionals working with children, adolescents, and their families. Chicago:
Lyceum Books, Inc.
Clark, J.P., Alvarez, M.E. (2010). Response to intervention: A guide for school social
workers. New York: Oxford University Press.
Dupper, D.R. (2010). A new model of school discipline: Engaging student and preventing
behavior problems. New York: Oxford University Press.
Filter, K. J., Alvarez, M.E. (2012). Functional behavior assessment: A three-tiered
prevention model. New York: Oxford University Press.
Franklin, C., Harris, M.B., Allen-Meares, P. (2006). The school services source book: A
guide to school based professionals. New York: Oxford University Press.
Hudley, E.V.P., Haight, W. H., Miller P.J. (2009). Raise up a child. Chicago: Lyceum Books,
Inc.
Kelly, M.S. (2008). The domains and demands of school social work practice: A guide to
working effectively with students, families, and schools. New York: University Oxford Press.
Kelly, M.S., Kim, J.S., Franklin, C. (2008). Solution focused brief therapy in schools: A 360degree view of research and practice. New York: University Oxford Press.
Kelly, M.S., Raines, J.C., Stone, S., Frey, A. (2010). School social work: An evidence based
framework for practice. New York: Oxford University Press.
Massot, C.R., Constable, R., McDonald, S., Flynn, J. (2009). 7th Edition. School social work:
Practice, policy
Pomeroy, E.C., Bradford Garcia, R. (2011). Children and loss. Chicago: Lyceum Books, Inc.
Raines, J.C. (2008). Evidence based practice in school mental health. New York: University
Oxford Press.
Strom –Gottfried, K. (2008). The ethics of practice with minors: high stakes, hard choices.
Chicago: Lyceum Books, Inc.
Winslade, J.M., Monk, G.D. (2007). Narrative counseling in schools: Powerful & brief.
California: Corwin Press