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 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 plans 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 evidence--based 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 tracks and records student progress in case
DOMAIN 2: EFFECTIVE SCHOOL SOCIAL WORK SERVICES School social workers provide comprehensive, culturally competent, school social work services to individuals, groups, families, the school system, and the community. Indicators Highly Effective (8) Effective (6) Improvement Necessary (4) Ineffective (2) Indicator 2.1: Knowledge of the laws, rules and policies which impact students, families and the school creating protections and/or barriers to succesful student outcomes School social worker is highly effective in utilizing knowledge of law, rule and policy to create positive change in the school community. School social worker effectively uses knowledge of laws, rules, and policies which impact students, families and the school community School social worker demonstrates limited knowledge of laws, rules, and policies which impact students, families and the school community. School social worker demonstrates little knowledge of laws, rules, and policies which impact students, families and the school community. For Level 4, all of the evidence listed under Level 3 is present, as well as: Work at the school and community level to advocate for changes in rules and policies that will positively impact the students and families within the school community. School social worker: - posseses a thorough understanding of the laws, rules, and policies which impact students, families, and the school community and is able to answer most questions, is able to counsel students and parents effectively regarding relevant laws, rules and policies and, contribute to school policy decisions School social worker:- posseses a understanding of the laws rules, and policies which impact students, families, and the school community and is able to answer some questions but has insufficient knowledge to adequately counsel students and parents effectively and typically is not able to :- contribute to school policy decisions due to lack of knowledge, counsel students and families regarding the laws rules and policies which affect them, or advocate for students or families due to lack of knowledge School social worker is unable to answer questions from parents , teachers or the school community related to relevant laws, rules, and school policy School social worker is unable to contribute to school policy decisions due to lack of knowledge. School social worker is unable to counsel students and families regarding the laws and policies which affect them School social worker is unable to advocate for students or families due to lack of knowledge
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 cllient 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 evidence-based, culturally competent prevention strategies to meet school community and student cllient 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 cllient 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 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 of the community, of students, and individual clients utilizing appropriate, culturally competent, assessment techniques and instruments to determine the appropriate intervention. For 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 using progress monitoring techniques to continually assess the School social worker relies primarily on a teacher or parent referral to determine the school social work service provided to an individual or 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 School social worker does not use progress
Indicator 2.6: School Social Work Skills School social worker is highly effective in demonstrating the skills that epitomize the unique value of school social work services School social worker is effective in demonstrating the skills that epitomize the unique value of school social work services School social worker improvement in demonstrating the skills that epitomize the unique value of school social work services School social worker is ineffective in demonstrating the skills that epitomize the unique of school social work services For level 4, all of the evidence listed under Level 3 is present, as well as the following:- the school social worker takes every opportunity to enhance his/her school social work skills by taking advantage of professional development, and takes opportunities to share school social work knowledge and skills by providing professional development to the school / professional community School social worker consistently demonstrates school social work skills which include: - knowledge and skills related to the identification of social, emotional, behavioral and/or mental health barriers to student success, the relationship skills of compassion, empathetic listening, effective communication, collaborative team building, consensus building, and leadership, the organizational skills of time management, task completion and documentation, knowledge of diversity and cultural competence, .knowledge and implementation of the Indiana School Social Work Standards, and ethical problem School social worker demonstrates some, but not all, of the following school social work skills and/or may not demonstrate them consistently:- knowledge and skills related to the identification of social. emotional, behavioral and/or mental health barriers to student success, the relationship skills of compassion, empathetic listening, effective communication, collaborative team building, consensus building, and leadership, the organizational skills of time management, task completion and documentation, knowledge of diversity and cultural competence, knowledge and implementation of the Indiana School Social Work Standards, and ethical problem School social worker rarely demonstrates :- knowledge and skills related to the identification of social, emotional, behavioral and/or mental health barriers to student success, the relationship skills of compassion, empathetic listening, effective communication, collaborative team building, consensus building, and leadership, the organizational skills of time management, task completion and documentation, knowledge of diversity and cultural competence, knowledge and inplementation of the Indiana School Social Work Standards, or ethical problem-solving.
lead professional development sessions. welcome constructive feedback to improve practices. actively pursue optional professional development opportunities, seek out ways to implement new concepts into school social work practice, or accept constructive feedback well. 3.4 Advocate for Student Success At Level 4, a school social worker fulfills the criteria for Level 3 and additionally may: display commitment to the educational success of all the students in the school, and make changes and take risks to ensure student success. School social worker will:- display commitment to the educational success of all his/her student clients, attempt to remedy obstacles around student achievement, and advocate for students' individualized School social worker will:- display commitment to the educational success of all his/her student clients. School social worker typically does not: advocate for students' needs School social worker rarely or never displays commitment to the educational success of his/her student clients. School social worker accepts the obstacles to student success and does not advocate for students or their needs. 3.5 Engage Families and the Community in Student Achievement At Level 4, a school social worker fulfills the criteria for Level 3 and additionally:- strives to form relationships in which parents are given ample opportunity to participate in student achievement, and is available to address concerns in a timely and positive manner, when necessary, outside of required outreach events. School social worker will:- proactively reach out to parents and the community in a variety of ways to engage them in student achievement, respond promptly to contact from parents, and engage in all forms of parent outreach required by the school. School social worker will:- respond to contact from parents, and engage in all forms of parent outreach required by the school. School social worker typically does not: proactively reach out to parents and the community to engage them in student achievement. School social worker rarely or never reaches out to parents and/or the community and frequently does not respond to contacts from parents. Domain 4: Core Professionalism These indicators illustrate the minimum competencies expected in any profession. These are separate from the other sections in the rubric because they have little to do with teaching and learning and more to do with basic employment practice. School social workers are expected to meet standards. If they do not, it will affect their overall rating negatively.