Overview What is the purpose of the School Social Work Effectiveness Rubric? The School Social Work Effectiveness Rubric was developed for three key purposes: To shine a spotlight on effective school social work: The rubric is designed to assist principals in their efforts to increase the effectiveness of the school social worker and ensure differentiated distribution of great school social workers across the state. To provide clear expectations for school social workers: The rubric defines and prioritizes the actions that effective school social workers use to enable students to fully benefit from education. To support a fair and transparent evaluation of effectiveness: The rubric provides the foundation for accurately assessing school social worker effectiveness along four discrete ratings. Who developed the School Social Worker Effectiveness Rubric? A representative group of school social workers from across the state, The Indiana School Social Work Association board members, along with staff from IDOE, contributed to the development of the rubric. What are the laws and standards and ethical codes that guided the development of this rubric? This rubric is based on the NASW School Social Work Code of Ethics, the Indiana School Social Work Standards that are an extension of the core Standards for School Services Professionals (approved May 20, 1998) of the State of Indiana, and Article 4 “Student Assistance Services 511 IAC 4-1.5-5”. The services described in the Article are those of prevention, assessment, intervention and referral. How is the School Social Worker Effectiveness Rubric organized? School social work services will be evaluated under the following 4 domains of effectiveness: Domain 1: Planning Domain 2: School Social Work Services Domain 3: Leadership Domain 4: Professionalism Discrete indicators within each domain target specific areas that effective school social workers focus upon.
DOMAIN 1: Purposeful Planning School social workers use the Indiana School Social Work Standards to develop a school social work plan based on a school and community data analysis that highlights the social, emotional, behavioral, and mental health needs of the students within the jurisdiction of the school social worker. Indicator Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1) 1.1 Utilize Student, School and Community Data to Plan At Level 4, a school social worker fulfills the criteria for Level 3 and additionally:- has mapped community resources and incorporated such resources into the school social work plan. School social worker uses data to formulate culturally competent: - School-wide social work program goals, small group goals, AND individual student goals School social worker uses data to formulate culturally competent: - School-wide social work program small group goals, OR individual student goals, but not all of the above School social worker rarely or never uses data when planning. 1.2 Set Ambitious and Measurable Goals At Level 4, a school social worker fulfills the criteria for Level 3 and additionally:- plans annual goals at the targeted and individual levels. School social worker develops culturally competent student that are:- measurable; aligned to Indiana School Social Work Standards; AND include benchmarks to help monitor progress and inform interventions throughout the year School social worker develops annual student goals that are:- measurable The goals typically do not:- align to Indiana School Social Work Standards; OR include benchmarks to help monitor student progress and inform interventions throughout the year School social worker rarely or never develops achievement goals for interventions OR goals are developed, but are extremely general and not helpful for planning purposes wide,
1.3 Utilize Assessments and Interventions At Level 4, a school social worker fulfills the criteria for Level 3 and additionally:- plans well-designed progress - monitoring assessments for each intervention. These plans include opportunities to assess periodic response to the intervention and adjustments to the intervention, both in terms of frequency and duration to better meet the identified goal. Plans school-wide prevention strategies. Based on goals, school social worker plans culturally competent interventions by:- identifying evidence-based interventions, strategies and practices specific to the identified need, determining a base-line measure from which to determine a measureable outcome, and allocating an appropriate amount of time in which to achieve the identified goal School social worker culturally competent interventions by:- utilizing information from school referral form and student interview School social worker typically does not :- complete a thorough data search of relevant school, community data and conduct parent /guardian interview prior to developing individual and/or group intervention strategies, utilize relevant assessment tools School social worker rarely or never plans assessments and/or interventions that are OR there is little to no evidence that the school social worker plans interventions at all. 1.4 Progress tracking and recording for the purposes of intervention analysis At Level 4, a school social worker fulfills the criteria for Level 3 and additionally:- uses school-wide, group and individual data to understand the larger issues impacting sub- populations in the school community such as disproportionality, the achievement gap, access to mental health and basic needs, etc.in order to better advocate for students impacted by such issues. School social worker uses an effective progress monitoring system to:- regularly track and record student progress, use the data to inform interventions, conform to ethical codes and standards of practice School social worker uses an effective system to:- track student progress, record student data. School social worker typically does not:- use the data to monitor and adjust the intervention, conform to ethical codes and standards of practice such as maintaining the confidentiality of counseling sessions and case records School social worker rarely or never tracks and records student progress in case notes
Indicators Highly Effective (8) Effective (6) Improvement Necessary (4) Ineffective (2) Indicator 2.2: Prevention Services School social worker is highly effective in accessing and analyzing school data. The school social worker is also highly proficient in identifying and implementing evidence-based prevention strategies to meet school community and student client needs. For level 4, all of the evidence listed under Level 3 is present, as well as the following:- School social worker is aware of the implications of the data analysis for student clients (such as disproportionality) and advocates for, as well as implements when appropriate, prevention strategies to address any barriers to student success. School social worker is effective in accessing and interpreting school data. The school social worker is also proficient in identifying and implementing culturally competent prevention strategies to meet school community and student client needs. School social worker routinely provides culturally competent prevention services, is involved in school wide data review and analysis, and is prepared to identify and implement school wide prevention programs and practices School social worker needs improvement in accessing and analyzing school data. Improvement is also needed in the identification and implementation of prevention strategies to meet school community and student client needs. School social worker is prepared to allocate time for prevention services, and does so in a limited way with individual clients but:- is not involved in school wide data review and analysis, and is unprepared to identify and implement school wide prevention programs and practices School social worker is ineffective in identifying student and school community needs and providing appropriate, evidence-based prevention strategies to address them. School social worker does not:- allocate time for prevention services, is not involved in school wide data review and analysis, is unaware of the implications of the data analysis for student clients, ,and is unprepared to identify and implement prevention programs and practices Indicators Highly Effective (8) Effective (6) Improvement Necessary (4) Ineffective (2)
Indicator 2.3: Assessment Services School social worker is highly effective in assessing the needs of the school-wide community, sub-groups of students, and individual clients utilizing appropriate, culturally competent, assessment techniques and instruments to determine the appropriate intervention. School social worker is effective in assessing the needs of the community, sub-groups of students, and individual clients utilizing appropriate, culturally competent, assessment techniques and instruments to determine the appropriate intervention. School social worker needs improvement in assessing the needs of the school-wide community, sub-groups of students, and individual clients utilizing appropriate , culturally competent, assessment techniques and instruments to determine the appropriate intervention. School social worker is ineffective in assessing the needs of the community, of students, and individual clients utilizing appropriate, culturally competent, assessment techniques and instruments to determine the appropriate intervention. For level 4, all of the evidence listed under Level 3 is present, as well as the following:- School social worker knows how to assess school-wide barriers to student and school success, such as excessively high numbers of student suspensions and expulsions, in order to assist school leadership teams in planning school reform. School social worker completes a thorough needs assessment prior to beginning school social work services utilizing a variety of culturally competent, assessment tools including :- a teacher or parent referral identifying the behaviors that are preventing the student(s) from being successful, student data, parent or student interview/ social history, and, when appropriate, community information, culturally appropriate assessment instruments, serving on a multidisciplinary team to identify student strengths and needs, and School social worker relies primarily on a teacher or parent referral to determine the school social work service provided to an individual or group of students. School social worker does access student data, parent or student interview, or community information prior to determining an appropriate intervention But typically does not:- become familiar with, or choose to utilize, culturally competent, assessment instruments to complete a thorough assessment prior to planning an intervention, School social worker relies solely on a teacher or parent referral to determine the school social work service provided to an individual or group of students. School social worker does not access student data, parent or student interview, or community information prior to determining an appropriate intervention School social worker is not familiar with, and/or does not utilize, assessment instruments to complete a thorough assessment prior to planning an intervention
using progress monitoring techniques to continually assess the response to the school social work intervention The school social worker is competent to provide an initial assessment of child abuse, suicidal ideation, mental illness and/or behavioral concerns and is able respond professionally to any crisis encountered in the school. serve on a multidisciplinary team to identify student strengths and needs, or use progress monitoring techniques to continually assess the response to school social work interventions. School social worker does not use progress monitoring techniques to continually assess the response to the school social work intervention.
Indicators Highly Effective (8) Effective (6) Improvement Necessary (4) Ineffective (2) Indicator 2.5: Referral Services School social worker is highly effective in identifying referral resources, facilitating the process of referral, and following up on student/family referrals School social worker is effective in identifying referral resources, facilitating the process of referral, and following up on student/family referrals School social worker needs improvement in identifying referral resources, facilitating the process of referral, and following up on student/family referrals School social worker is ineffective in identifying referral resources, facilitating the process of referral, and following up on student/family referrals. For level 4, all of the evidence listed under Level 3 is present, as well as the following: The school social worker consistently maps community resources, developing relationships and partnerships with these community services in order to better meet the needs of the school community. The school social worker makes efforts to advocate for, or develop, those resources which do not exist in the community, but for which there is an identified need. School social worker responds promptly to referral from parents, staff and the community for school social work services. The social worker knows many of the local community resources. School social worker has a recognized and confidential protocol for receiving or making referrals. Referrals are formally documented – including efforts to follow-up to determine the outcomes of those referrals. School social worker typically responds to referrals from parents and staff and has a handful of resources to which students/parents are most often referred. The school social worker typically does not:- consistently Implement a recognized and confidential referral process, document all referrals, or routinely follow up on referrals to determine outcomes School social worker is unfamiliar with school community resources and rarely makes appropriate referrals to meet identified needs. School social worker has no recognized protocol for receiving or making referrals. Referrals from parents, staff, and/or the community are processed informally with little consideration for confidentiality. There is little formal documentation or follow-up to determine the outcomes of the referrals that are made by the school social worker.