1d: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district Social Worker demonstrates little or no knowledge of governmental regulations or of resources for students available through the school or district. Social Worker displays awareness of governmental regulations and of resources for students available through the school or district, but no knowledge of resources available more broadly. Social Worker displays awareness of governmental regulations and of resources for students available through the school or district and some familiarity with resources external to the district Social Worker's knowledge of governmental regulations and of resources for students is extensive, including those available through the school or district and in the community. 1e: Planning strategies to help support students in a regular education or special education settings to promote student success Social Worker's plan consists of a random collection of unrelated activities, lacking coherence or an overall structure. Social Worker's plan has a guiding principle and includes a number of worthwhile activities, but some of them don't fit with the broader goals. Social Worker has developed a plan that includes the important supports of work in the setting. Social Worker's plan is highly coherent and preventive and serves to support students individually, within the broader educational program. 1f: Designs a plan to review student’s academic progress in the recommended program Social Worker does not have a plan to review the program or resists suggestions that such an evaluation is important. Social Worker has a rudimentary plan to review the academic program Social Worker's plan to review the program is organized around clear goals and the collection of evidence to indicate the degree to which the goals have been met. Social Worker's review of progress is highly sophisticated, with varied sources of evidence and a clear path toward improving the progress on an ongoing basis. Domain 2 for School Social Workers: The Environment COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE 2a: Creating an environment of respect and rapport Social Worker's interactions with the IEP team are negative or inappropriate and the social worker does not promote positive interactions among the other team members Social Worker's interactions are a mix of positive and negative; the Social Worker's efforts at encouraging positive interactions among the IEP team are partially successful. Social Worker's interactions with the IEP team are positive and respectful; social worker actively promotes positive interactions. IEP team members seek out the Social Worker, reflecting a high degree of comfort and trust in the relationship.
2b: Establishing a culture for productive communication Social Worker makes no attempt to establish a culture for communication in the school as a whole, either among students or teachers, or between students and teachers. Social Worker's attempts to promote a culture throughout the school for productive and respectful communication in the school among students and teachers are partially successful. Social Worker promotes a culture throughout the school for productive and respectful communication in the school among students and teachers. The culture in the school for productive and respectful communication among students and teachers, while guided by the Social Worker, is maintained by both teachers and students. 2c: Establishing and maintaining clear procedures for referrals No procedures for referrals have been established; when teachers want to refer a student for special services, they are not sure how to go about it. Social Worker has established procedures for referrals, but the details are not always clear. Procedures for referrals and for meetings and consultations with parents and administrators are clear to everyone. Procedures for all aspects of referral and testing protocols are clear to everyone and have been developed in consultation with teachers and administrators. 2d: Establishing standards of conduct and contributing to the culture for student behavior throughout the school. Social Worker has established no standards of conduct for students during counseling sessions and no contribution to maintaining an environment of civility in the school. Social Worker’s efforts to establish standards of conduct for counseling sessions are partially successful. Social Worker attempts, with limited success, to contribute to the level of civility in the school as a whole. Social Worker has established clear standards of conduct for counseling session and makes a significant contribution to the environment of civility in the school. Social Worker has established clear standards of conduct for counseling sessions, and students contribute to maintaining them. Social Worker takes a leadership role in maintain the environment of civility in the school. 2e: Organizing physical space The physical environment is in disarray or is inappropriate to the planned activities. Social Worker’s attempts to create an inviting and physical environment are partially successful/ Counseling center or classroom arrangements are inviting and conducive to the planned activities Counseling center or classroom arrangements are inviting and conducive to the planned activities. Students have contributed ideas to the physical arrangement.
Domain 3 for School Social Workers: Delivery of Service COMPONENT L E V E L O F P E R F O R M A N C E INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE; 3a: Responding to referrals; consulting with teachers and administrators Social Worker fails to consult with colleagues or to tailor evaluations to the questions raised in the referral. Social Worker consults on a sporadic basis with colleagues, making partially successful attempts to tailor evaluations to the questions raised in the referral. Social Worker consults frequently with colleagues, tailoring evaluations to the questions raised in the referral. Social Worker consults frequently with colleagues, contributing own insights and tailoring evaluations to the questions raised in the referral. 3b: Assisting students and teachers in the formulation of academic/social on knowledge of student needs. Social Worker’s program is independent of indentified student needs Social Worker attempts to help students and teachers formulate academic, personal/social, and career are partially successful. Social Worker helps students and teachers formulate academic, personal/social, and career plans for groups of students. Social Worker helps individual students and teachers formulate academic, personal/social, and career plans. 3c: Case Management Social Worker declines to assume responsibility of assigned case Social Worker assumes responsibility of case when directed to do so, preparing adequate lEPs. Social Worker assumes responsibility of the case as a standard expectation; prepares detailed lEPs. Social Worker assumes responsibility of the case and takes initiative in assembling materials and resources for meetings. lEPs are prepared in an exemplary manner. 3d: Planning interventions to maximize students' likelihood of success Social Worker fails to plan interventions suitable to students, or interventions are mismatched with the findings of the assessments. Social Worker's plans for students are partially suitable for them or are sporadically aligned with identified needs. Social Worker's plans for students are suitable for them and are aligned with identified needs. Social Worker develops comprehensive for students, finding ways to creatively meet student needs and incorporate many related elements.
3e: Maintaining contact with physicians and community mental health providers Social Worker declines to maintain contact with physicians and community mental health service providers. Social Worker maintains occasional contact with physicians and community mental health service providers. Social Worker maintains ongoing contact with physicians and community mental health service providers. Social Worker maintains ongoing contact with physicians and community mental health service providers and initiates contacts when needed. 3f: Demonstrating flexibility arid responsiveness Social Worker adheres to the plan or program, in spite of evidence of its inadequacy Social Worker modest changes in the treatment program when confronted with evidence of the need for change. Social Worker makes revisions in the treatment program when it is needed. Social Worker is continually seeking ways to improve the treatment program and makes changes as needed in response to student, parent, or teacher input. 3g : Maintaining timelines as per New Jersey Administrative Code 6A:14 Social Worker does not comply with the regulated timelines; IEPs are out of compliance, evaluations are not ordered and conducted in a timely fashion. Social Worker half of the regulated timelines: most of the IEPs are compliant, most evaluations are ordered and conducted in a timely fashion. Social Worker meets all timelines. All of the IEPs are compliant. Evaluations are ordered and completed by their due date. Social Worker ensures that all meetings and evaluations are held and completed prior to the due date. Domain 4 for School Social Workers: Professional Responsibilities COMPONENT of P ERFORMANCE \:. INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE 4a: Social Worker does not reflect Social Worker’s reflection on Social Worker's reflection prd- Social Worker's reflection is Reflecting on practice on practice, or the reflections practice is moderately accu- vides an accurate and objec- highly accurate and percep- are inaccurate or self-serving. rate and objective Without cit- tive description of practice, tive, citing specific examples ing specific examples, and with citing specific positive and - that were not fully successful only global suggestions as to negative characteristics. Psy- for at least some students. how it might be improved. chologist makes some specific suggestions as to how the -; counseling program might be improved. Social Worker draws on an extensive repertoire to suggest alternative strategies. 4b: Social Worker fails to communi- Social Worker's communication Social Worker communicates Social Worker secures neces-