MSSWA MINNESOTA SCHOOL SOCIAL WORKERS ASSOCIATION

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1 UNDERSTANDING THE SCOPE OF PRACTICE School social workers play a vital role in supporting students in the educational setting. They work collaboratively with other pupil services personnel school psychologists, school nurses, school counselors, and chemical health specialists - to provide assessment, OF MINNESOTA SCHOOL SOCIAL WORKERS diagnosis, counseling, educational, therapeutic and other necessary services (as part of a comprehensive program to meet student needs). School Social Work Skills School social social workers workers bring have a variety the of unique skills and training, evidence knowledge based practices and to expertise the school, to in address both the the regular mental education health and the special needs education of setting. children These within include: the school environment, and they are the vital link between the school, home and community. I. Supporting School Students social workers are educated to understand the interplay of systems and the impact those systems have Individual on academic and group achievement. counseling, problem School -solving social work is grounded in the foundation of evidencebased research Social emotional and practice, learning which ensures that interventions implemented by school social workers assist students in RTI being (Response physically to Intervention) and emotionally support and ready intervention to learn. While the roles and responsibilities of school social workers Mental may health vary support significantly intervention, based knowledge on the needs of the students, school social workers operate under a scope Crisis of prevention practice and dependent response, conflict upon their mediation education, training, and level of licensure obtained by the Board of Evaluation Social Work. and assessment All school social workers possess core competencies and skills that can be expected Identifying and reporting child abuse and neglect situations regardless of the level of licensure obtained. This paper outlines the education, professional standards and licensure II. Supporting requirements Families necessary to practice school social work in the state of Minnesota. Advocacy According Consultation to the School Social Work Association of America National Practice Model for School Social Work, there Linking are three to community features resources, that all supports school social workers should strive to incorporate into their practice. School social Communicating workers should student s 1) developmental provide scientifically and educational supported needs education, behavior, and mental health services, Education 2) promote and school training climate and culture conducive to learning, and 3) maximize school-based and community III. Supporting resources Staff/Administrators (SSWAA, 2013). School social workers are expected to possess advanced knowledge and technical skills to guide their practice in these three areas (SSWAA, 2013). Classroom observation and feedback Case consultation All school social workers, regardless of level of licensure, provide evidence-based interventions to help students address barriers to learning by utilizing an ecological perspective. This perspective views the Communicating information about how factors such as family, culture, and socioeconomic status, physical and mental students within health can the affect context students of their performance. classroom, family, community and culture. School social workers are equipped Identifying to understand eliminating and assess barriers the to educational, success social, emotional and behavioral functioning of individual students within the context of multiple environments. School social workers utilize evidencebased assessment Collaboration tools and to consultation measure students with community level agencies, of functioning organizations, to determine and other a professionals baseline. School social workers then Coordinating develop community and implement resources evidence-based to meet students interventions needs with the goal of improving students level of functioning, which leads to enhanced academic outcomes. School social workers provide services for all students regardless of the student s level of functioning in the school, family or community. These Often there is discussion about ratios in terms of recommended student support service staff person per students. These ratios are not services are divided into two levels of practice in the educational setting: (1) direct services that incorporate based on research or student achievement data, but rather on recommendations from various professional groups. These suggested a wide range of education, behavior, and mental health services provided through personal contact with ratios vary widely from state to state. Our school social work profession has not focused on the use of ratios, but rather on student students, need. It is our and experience (2) indirect that services student needs such should as administration, drive the need for research, student support policy services. development, Our state advocacy profession has and found the education following factors for school to be useful staff, in parents/guardians, determining need for student and community support services, members in particular to enhance school social school work success services: for students (Barker, 2003). A. Number of students with disabilities/special education needs/ieps. D. Number of students who are eligible for services under McKinney Vento, who are homeless or highly mobile E. Academic achievement/achievement gaps

2 School social workers strive to establish and sustain a positive school climate free from School discrimination social workers and play harassment. a vital role in supporting A positive students school in climate the educational is one setting. that promotes They work healthy collaboratively relationships, with other pupil services school personnel connectedness school psychologists, and dropout school prevention. nurses, school School counselors, climate and and chemical culture health have specialists a profound - to impact provide assessment, diagnosis, on student counseling, achievement educational, and therapeutic behavior. and other To the necessary extent services that students (as part of feel a comprehensive safe, cared for, program appropriately to meet student needs). School supported Social Work and Skills pushed to learn, academic achievement increases (National School Climate School Council, social workers 2007). bring School a variety social of skills workers and evidence promote based positive practices school to the climate school, in by both implementing the regular education schoolwide setting. programs These such include: as Positive Behavior Interventions and Supports (PBIS), bullying prevention and the special education I. programs, Supporting character Students education programs, alcohol and drug prevention programs, restorative justice programs Individual or crisis and group prevention counseling, programs. problem -solving School RTI social (Response workers to Intervention) maximize support school-based and intervention and community mental health resources by participating Mental health in multidisciplinary support intervention, school knowledge and community teams. School social workers support children s Crisis mental prevention health and response, through conflict capacity mediation building of family members, school staff and community agencies Evaluation to increase and assessment student outcomes (NASW, 2012). As mental health practitioners and professionals, Identifying school and reporting social child workers abuse have and neglect a specialized situations skill set to provide a wealth of knowledge II. and Supporting a breadth Families of services as members of multidisciplinary teams. By promoting a continuum of mental Advocacy health services, school social workers mobilize resources, promote assets and provide innovative Consultation leadership, interdisciplinary collaboration, systems coordination and professional consultation Linking to (SSWAA, community 2013). resources, For supports example, school social workers coordinate and make referrals to available Communicating resources student s within developmental the school or and by educational reaching needs out to community partners or agencies to support Education students and and training families. School social workers are familiar with the scope of services available III. in the Supporting community, Staff/Administrators such as healthcare, family services, juvenile justice, child welfare and children s mental Classroom health, and observation are adept and feedback at navigating these systems in order to address challenging barriers to school Case success. consultation School Communicating social workers information are mental about health how factors practitioners such as family, and mental culture, and health socioeconomic professionals, status, as physical defined and mental by Minnesota health can Statute affect students performance. Subdivision 17 and 18, who meet Minnesota requirements to practice social Identifying work in the and school eliminating setting. barriers Subdivision to educational 17 success classifies a Mental Health Practitioner as a IV. person Community providing Collaboration services to individuals with mental illness who is qualified in at least one of the following Collaboration ways: and consultation with community agencies, organizations, and other professionals Coordinating community resources to meet students needs (1) holds a bachelor s degree in one of the behavioral sciences or related fields from an accredited college or university and:(i) has at least 2,000 hours of supervised experience in the delivery of services to persons with Often there is mental discussion illness; about or(ii) ratios is fluent in terms in the of non-english recommended language student of support the ethnic service group staff to person which per at least students. 50 percent These of ratios are not based on research the practitioner s or student achievement clients belong, data, completes but rather 40 on hours recommendations of training in from the delivery various of professional services to groups. persons with These suggested ratios vary widely mental from illness, state and to state. receives Our clinical school supervision social work from profession a mental has health not focused professional on the at use least of ratios, once a but week rather until on the student need. It is our requirement experience of that 2,000 student hours needs of supervised should drive experience the need is for met; student support services. Our state profession has found the following factors to be useful in determining need for student support services, in particular school social work services: A. Number (2) of has students at least with 6,000 disabilities/special hours of supervised education experience needs/ieps. in the delivery of services to persons with mental illness; C. Percentage (3) is of a graduate students eligible student in for one Free/Reduced of the behavioral lunch sciences or related fields and is formally assigned by an accredited D. Number of college students or university who are eligible to an agency for services or facility under for McKinney clinical training; Vento, who or are homeless or highly mobile E. Academic achievement/achievement gaps F. Percentage (4) holds of students a master s who or are other English graduate Language degree Learners in one of the behavioral sciences or related fields from an accredited G. Other student college support or university services available and has less to students than 4,000 in the hours school post-master s experience in the treatment of mental illness.

3 Subdivision 18 defines a Mental Health Professional as a person providing clinical services in the School treatment social workers of mental play a illness vital role who in supporting is qualified students in at least in the one educational of the following setting. They ways: work collaboratively with other pupil services personnel school psychologists, school nurses, school counselors, and chemical health specialists - to provide assessment, diagnosis, (1) counseling, psychiatric educational, nursing: therapeutic a registered and nurse other who necessary is licensed services under (as sections part of a comprehensive to ; program and (i) to who meet student needs). is certified as a clinical specialist or as a nurse practitioner in adult or family psychiatric and mental health School Social nursing Work Skills by a national nurse certification organization; or (ii) who has a master s degree in nursing or one of School social the workers behavioral bring sciences a variety or of related skills and fields evidence from an based accredited practices college to the or school, university in both or its the equivalent, regular education with least and the special education setting. 4,000 These hours include: of post-master s supervised experience in the delivery of clinical services in the treatment of mental illness; I. Supporting Students Individual and group counseling, problem -solving (2) in clinical social work: a person licensed as an independent clinical social worker under chapter 148D, or a person with a master s degree in social work from an accredited college or university, with at least 4,000 hours RTI (Response to Intervention) support and intervention of post-master s supervised experience in the delivery of clinical services in the treatment of mental illness; Crisis prevention and response, conflict mediation (3) in psychology: an individual licensed by the Board of Psychology under sections to who has Evaluation and assessment stated to the Board of Psychology competencies in the diagnosis and treatment of mental illness; Identifying and reporting child abuse and neglect situations II. Supporting (4) psychiatry: Families a physician licensed under chapter 147 and certified by the American Board of Psychiatry and Advocacy Neurology or eligible for board certification in psychiatry; Consultation (5) Linking marriage to community and family resources, therapy: supports the mental health professional must be a marriage and family therapist licensed Communicating under sections student s 148B.29 developmental to 148B.39 with and at educational least two years needs of post-master s supervised experience in the Education delivery and of clinical training services in the treatment of mental illness; III. Supporting Staff/Administrators (6) in licensed professional clinical counseling, the mental health professional shall be a licensed professional Classroom clinical counselor observation under and section feedback 148B.5301 with at least 4,000 hours of post-master s supervised experience in Case the consultation delivery of clinical services in the treatment of mental illness; or (7) Communicating in allied fields: information a person with about a master s how factors degree such from as family, an accredited culture, college and socioeconomic or university in status, one of physical the behavioral and mental health sciences can affect or related students fields, performance. with at least 4,000 hours of post-master s supervised experience in the delivery of Identifying clinical services and eliminating in the treatment barriers of to mental educational illness. success Collaboration and consultation with community agencies, organizations, and other professionals Coordinating community resources to meet students needs A candidate for licensure as a school social worker in Minnesota must: 1) Hold a baccalaureate or master s degree in social work from a program accredited by the Council on Social Work Education. Often 2) there Pass is one discussion of the about exams ratios offered in terms by of the recommended Association student of Social support Work service Boards. staff person 3) Hold per students. a current These ratios are not based on research or student achievement data, but rather on recommendations from various professional groups. These suggested license in Minnesota to practice as a social worker under the Board of Social Work and 4) hold a ratios vary widely from state to state. Our school social work profession has not focused on the use of ratios, but rather on student current license to practice School Social Work by the Minnesota Department of Education Board following of Teaching. factors to School be useful social in determining workers need are for licensed student support to provide services, social in particular work services school social to children work services: in prekindergarten through grade 12 in a school setting. Some school districts in Minnesota require that A. Number of students with disabilities/special education needs/ieps. school social workers have a Masters of Social Work (MSW) degree. Social workers with an MSW C. Percentage degree have of students additional eligible education for Free/Reduced and proficiencies lunch to deliver social work services. D. Number of students who are eligible for services under McKinney Vento, who are homeless or highly mobile E. Academic achievement/achievement gaps

4 The Minnesota Board of Social Work offers four levels of licensure. School social workers play a vital role in supporting students in the educational setting. They work collaboratively with other pupil services personnel Licensed school Social psychologists, Worker (LSW) school - nurses, May engage school counselors, in generalist and chemical social work health practice: specialists must - to provide be assessment, diagnosis, counseling, supervised educational, by another therapeutic social worker and other for necessary the equivalent services (as of part two of a years comprehensive of full-time program practice. to meet student needs). School Social Work Skills Licensed Graduate Social Worker (LGSW) - May engage in generalist social work practice School social under workers supervision; bring a variety must of skills be supervised and evidence by based either practices a LISW to the or school, LICSW in both for the regular equivalent education of two and the special education setting. years These of full-time include: practice. In addition an LGSW may, under supervision of an LICSW, engage I. Supporting clinical Students social work practice while working towards licensure as an independent clinical Individual social worker. and group counseling, problem -solving RTI Licensed (Response Independent to Intervention) Social support Worker and intervention (LISW) - May engage in generalist social work practice, Mental and may, health under support supervision intervention, of knowledge an LICSW, engage in clinical social work practice while Crisis working prevention towards and licensure response, conflict as an mediation independent clinical social worker. Evaluation and assessment Identifying Licensed and Independent reporting child Clinical abuse and Social neglect Worker situations (LICSW) - May engage in generalist social work practice, including clinical Social Work practice. II. Supporting Families Advocacy Consultation Linking to community resources, supports The various levels of licensure permit a school social worker to provide services under a scope of Communicating student s developmental and educational needs practice Education relevant and to training the specific license level and educational level. III. Education Supporting for Staff/Administrators a generalist social worker practicing at a Licensed Social Worker level focuses on providing Classroom service observation to people and in feedback the context of their social environments. This means that the social worker Case does consultation not simply focus on a student who is struggling, but also considers the environmental causes Designing (home situation, and implementing peer interactions, academic and neighborhood behavioral interventions conditions, to enhance classroom student climate, success etc.) of student Communicating behavior. This information holistic about approach how factors also considers such as family, what culture, effect and the socioeconomic student has status, on others physical (like and mental health can affect students performance. other students, teachers, and parents). Though not an exhaustive list, the activities listed below Identifying and eliminating barriers to educational success provide examples of what a generalist social worker might do in a school: Collaboration Conduct assessments and consultation and with screenings community to agencies, determine organizations, level of service and other or professionals referral needed for students. Coordinating community resources to meet students needs Help families find resources to meet basic needs such as food or clothing. Often there is discussion about ratios in terms of recommended student support service staff person per students. These ratios are not based on research Advocate or student for student achievement rights data, by but helping rather on families recommendations understand from educational various professional mandates groups. and These suggested ratios vary opportunities. widely from state to state. Our school social work profession has not focused on the use of ratios, but rather on student following factors Examine to be useful student in determining performance, need referrals for student to support special services, education, in particular and data school specific social work to the services: A. Number achievement of students with gap disabilities/special for students of education color to needs/ieps. identify the impact of racism and culture on academic B. Percentage/number outcomes of and students work with to implement significant social-emotional/mental culturally responsive health practices. issues D. Number Help of students parents who create are eligible a discipline for services program under McKinney to develop Vento, a bedtime who are homeless routine or so highly as to mobile improve a E. Academic student s achievement/achievement ability to concentrate gaps in school. G. Other student Refer support a family services to a available counseling to students center in to the deal school with personal issues. Locate services for a homeless family and assist families to access those services.

5 Provide short-term individual or group counseling services to help a student increase School social organizational workers play a skills, vital role manage in supporting anger, students or get in along the educational with others. setting. They work collaboratively with other pupil services personnel Help a group school of psychologists, students with school difficulties nurses, school in peer counselors, interactions, and chemical health specialists - to provide assessment, diagnosis, counseling, educational, therapeutic and other necessary services (as part of a comprehensive program to meet student needs). Help a teacher re-structure a class to better meet a student s need School Social Work Skills Implement a school-wide bullying prevention curriculum or a project to improve respect School social workers bring a variety of skills and evidence based practices to the school, in both the regular education and the special education setting. among These students. include: I. Supporting Help Students the students and the school deal with crisis situations such as the death of student or a Individual community and group disaster counseling, through problem location -solving of appropriate resources and community support persons. Provide in-service trainings on reporting child abuse, cultural competence, or the effects of RTI (Response to Intervention) support and intervention trauma on a child s learning. Crisis Consult prevention with teachers, and response, administrators, conflict mediation and staff, including classroom observations, teacher Evaluation consultations, and assessment case conferences, and meeting with administration regarding program needs. Identifying and reporting child abuse and neglect situations Collaborate with a local low-income housing project to coordinate safe study areas or II. Supporting after-school Families care. Advocacy Work with local law enforcement on drug or gang-prevention strategies in the neighborhood. Consultation In addition Linking to to the community generalist resources, social supports work skills and knowledge described above, social workers with Communicating student s developmental and educational needs an MSW degree have additional education, often with a specific emphasis on social welfare policy, Education and training research, group work, community practice, and/or clinical practice. The first two full-time years after III. receiving Supporting a MSW Staff/Administrators degree, social workers are licensed at the LGSW level. During this time they are required Classroom to receive observation supervision and feedback from a social worker with more experience and who meets certain qualifications Case consultation determined by the Board of Social Work. After the equivalent of two full-time years of supervision, Designing and Licensed implementing Graduate academic Social and Workers behavioral (LGSW) interventions may to enhance become student licensed success as Independent Communicating information about how factors such as family, culture, and socioeconomic status, physical and mental Social Workers (LISW and LICSW) and are no longer required to have supervision; they are, health can affect students performance. however, encouraged to consult with colleagues, and many develop collaboration groups to provide Identifying and eliminating barriers to educational success support with the complicated clients they serve. If they have the required training in supervision, LISWs and LICSWs may supervise LGSWs and LSWs. It should be noted that the supervision of a Collaboration and consultation with community agencies, organizations, and other professionals district employed school social worker conducted by a school principal or special education director Coordinating community resources to meet students needs does not meet the state requirement of social work supervision. Often Many there is MSWs discussion have about education ratios in in terms clinical of recommended social work. student In addition support service to providing staff person the per generalist students. These practice ratios are not based described on research above, or student those achievement who are data, licensed but rather the on Independent recommendations Level from (LICSW) various professional have the groups. ability These suggested ratios to vary diagnose widely from and treat state to mental state. Our illness, school psychosocial social work profession disorders, has not disabilities, focused on addictions, the use of ratios, emotional but rather on student need. impairments It is our experience and behavior that student disorders. needs should For drive example the need a for school student social support worker services. with Our clinical state profession licensure has has found the following the expertise factors to be and useful skill in to: determining need for student support services, in particular school social work services: A. Number of students with disabilities/special education needs/ieps. Assess students emotional or behavioral needs. D. Number Collaborate of students who with are eligible others for to define services appropriate under McKinney school-based Vento, who are interventions homeless or highly for students mobile with E. Academic emotional achievement/achievement or behavioral gaps needs. Provide school-based interventions that include the treatment of mental and emotional H. Student Attendance disorders and Data counseling. I. School safety/behavioral Develop prevention data/bullying programs incidents or crisis management policies Dec 2011, MSSWA

6 Conduct program assessments which includes; planning, development, implementation and School social evaluation workers play of a programs. vital role in supporting students in the educational setting. They work collaboratively with other pupil services personnel Bill for school mental psychologists, health services school provided nurses, school in districts counselors, that and bill chemical insurance health for specialists services - provided. to assessment, diagnosis, counseling, educational, therapeutic and other necessary services (as part of a comprehensive program to meet student needs). School Social Work Skills School Some social LGSWs workers and bring LISWs a variety are of skills working and evidence toward based becoming practices Licensed to the school, Independent in both the Clinical regular education Social and the special education Workers. setting. If they These are include: under supervision of a LICSW, they may provide the clinical services described I. above. Supporting Social Students workers who choose to become licensed as clinical social workers (LICSW) must meet additional Individual requirements and group counseling, during 4000 problem hours -solving of supervised practice. Specifically at least 1800 hours must be Social direct emotional clinical learning client contact (for example, working directly with students and/or their families). RTI (Response to Intervention) support and intervention In addition Crisis prevention to the requirements and response, for conflict supervision, mediation all social workers must have 40 hours of continuing education Evaluation every and two assessment years. These continuing-education hours must be related to social work topics. Identifying Education and based reporting in-services child abuse may and neglect not always situations meet the requirement defined by the Board of Social Work. School social workers that have a clinical license (LICSW) must have 24 of those 40 II. Supporting Families continuing-education Advocacy hours in the areas of differential diagnosis and assessment, clinical treatment planning Consultation with measurable goals, clinical intervention methods informed by research, social work ethics, Linking and culturally to community specific resources, clinical supports assessment and intervention. Communicating student s developmental and educational needs Another Education critical and component training that is embedded in the scope of practice of all school social workers is an adherence to a professional code of ethics. The National Association of Social Workers (NASW) III. Supporting Staff/Administrators Code of Ethics is the primary ethical guidance for social workers, including school social workers (NASW Classroom Code of observation Ethics, 2008, and feedback p.3). The School Social Work Association of America (SSWAA) Case consultation has developed supplemental ethical guidance that addresses issues related to school social work practice Communicating in host settings, information group about work, how and factors the such privacy as family, of minor culture, students. and socioeconomic These supplemental status, physical ethical and mental standards health address can affect issues students critical performance. to school social work practice but not addressed in the NASW Code of Ethics. Identifying They and are eliminating in addition barriers to and to do educational not supplant successthe NASW Code of Ethics. Issues addressed IV. include Community responsibilities Collaboration to clients and stakeholders, parent rights and participation, collaborative decision-making, Collaboration and sharing consultation and protecting with community confidential agencies, information, organizations, differential and other professionals treatment of minor student-clients, Coordinating consent community for resources services, to advocacy, meet students knowledge needs of laws and school district policies, Determination assessment of for Need: school-based services, mentoring, and ethical decision making (Dibble, 2012, p.1). Often The there NASW is discussion Standards about ratios of School in terms Social of recommended Work Services student advises support service local education staff person agencies per students. to provide These ratios are not based school on research social or work student services achievement at a data, level but that rather is sufficient on recommendations to address from the various nature professional and extent groups. of student These suggested ratios needs vary widely (NASW, from 2012). state to The state. Minnesota Our school social School work Social profession Workers has not Association focused on the believes use of ratios, that utilizing but rather on student a local education agency s student needs assessment will provide a well-rounded picture of the following factors to be useful in determining need for student support services, in particular school social work services: myriad of needs specific to the population served. Also, the needs assessment can be used to identify A. Number how using of students school with social disabilities/special workers, as education members needs/ieps. of a multi-disciplinary team, can best target services and interventions to increase academic achievement. It should be noted that when nationally recommended ratios for individual Specialized Instructional Support Personnel Professionals, such D. Number of students who are eligible for services under McKinney Vento, who are homeless or highly mobile E. Academic as school achievement/achievement social workers, are implemented gaps without considering specific population needs (severity of F. Percentage disabilities, of students intensity who and are English type of Language services Learners needed, etc.), it can result in the oversimplification of the G. Other system s student needs support and services hinder available the ability to students of students in the school to access appropriate services.

7 In conclusion, school social workers are highly qualified to offer comprehensive approaches that not School only social address workers the play social a vital and role emotional in supporting needs students of students in the educational but also benefit setting. the They entire work collaboratively school community. with other pupil services personnel school psychologists, school nurses, school counselors, and chemical health specialists - to provide assessment, School social workers assist administrators and school personnel by sharing their knowledge and diagnosis, counseling, educational, therapeutic and other necessary services (as part of a comprehensive program to meet student needs). training and by emphasizing the importance of providing support to the whole child, which includes School tending Social to Work the Skills child s academic, social, emotional, and behavioral functioning. School social workers School are social the mental workers health bring a professionals variety skills and evidence practitioners based practices on the educational to the school, in team. both the Research regular education school and the special education social setting. work These has confirmed include: that school social work interventions improve students emotional and I. behavioral Supporting problems Students (Allen-Meares et al., 2013; Franklin et al., 2013) and have a positive effect on academic Individual outcomes and group (Alvarez counseling, et al., problem 2009; -solving Franklin et al., 2013). RTI (Response to Intervention) support and intervention Written Crisis by: prevention and response, conflict mediation Evaluation and assessment Kendra Identifying J. Garrett and Ph.D reporting LICSW child abuse Professor and neglect School situations of Social Work St. Catherine University and University of St. Thomas II. Supporting Families Tammie Advocacy Knick MSW, LICSW MSSWA Past-President & School Social Worker at Gibbon-Fairfax- Winthrop Consultation Middle School Linking to community resources, supports Rita Krisak Communicating MSW, LGSW student s developmental MSSWA Region and educational Representative needs & School Social Worker at Piedmont and Lester Education Park and Elementary training Schools III. Supporting Staff/Administrators Christy McCoy MSW LICSW MSSWA President & School Social Worker at Agape High School Classroom observation and feedback Case consultation Communicating information about how factors such as family, culture, and socioeconomic status, physical and mental health can affect students performance. Identifying and eliminating barriers to educational success Collaboration and consultation with community agencies, organizations, and other professionals Coordinating community resources to meet students needs Often there is discussion about ratios in terms of recommended student support service staff person per students. These ratios are not based on research or student achievement data, but rather on recommendations from various professional groups. These suggested ratios vary widely from state to state. Our school social work profession has not focused on the use of ratios, but rather on student following factors to be useful in determining need for student support services, in particular school social work services: A. Number of students with disabilities/special education needs/ieps. D. Number of students who are eligible for services under McKinney Vento, who are homeless or highly mobile E. Academic achievement/achievement gaps

8 References School social workers play a vital role in supporting students in the educational setting. They work collaboratively with other pupil services personnel school psychologists, school nurses, school counselors, and chemical health specialists - to provide assessment, diagnosis, Allen-Meares, counseling, P., educational, Montgomery, therapeutic K.L., and & other Kim, necessary J. S. (2013). services School-based (as part of a comprehensive social work program intervention: to meet student A needs). School cross-national Social Work Skills systematic review. Social Work, 58(3), DOI: /sw/5Wt022. School social workers bring a variety of skills and evidence based practices to the school, in both the regular and the special Alvarez, M.E., Bye, L., Bryant, R., & Mumm, A.A. (2013). School social workers and educational education setting. These include: outcomes. Children & Schools, 35(4), DOI: /cs/cdt019 I. Supporting Students Barker, Individual R.L. (2003). and group The counseling, social work problem dictionary. -solving (5th Ed.) Baltimore, MD: Port City Press. Dibble, RTI N. (Response (2012). to Pupil Intervention) service support professions and intervention ethical standards cross-reference. Madison, WI: Author Franklin, Crisis C., prevention Kim, J.S., and & response, Tripodi, conflict S.J. mediation (2009). A meta-analysis of published school social work practice Evaluation studies and assessment Research on Social Work Practice, 19(6), DOI: Identifying / and reporting child abuse and neglect situations II. Minnesota Supporting Board Families of Social Work (n.d.) Supervised practice. Advocacy Retrieved from: Consultation Minnesota Linking Board to community of Social resources, Work (n.d.) supports Continuing education hours and content. Retrieved from: Communicating student s developmental and educational needs Education and training CEHoursandContent/tabid/178/Default.aspx III. Supporting Staff/Administrators Minnesota Classroom State observation Statute 148E.120 and feedback (2013). Requirements of supervisors. Retrieved Case consultation from: Minnesota Communicating State Statute information about Subdivision how factors such 17 and as family, 18 (2013) culture, Definition and socioeconomic of mental status, health physical and mental practitioner health can and affect mental students health performance. professional. Retrieved Identifying from: and eliminating barriers to educational success National Collaboration Association and consultation of Social Workers. with community (2008). agencies, Code organizations, of ethics of the and other National professionals Association of Social Workers. Coordinating Washington, community DC. resources NASW to Press. meet students needs Determination National Association of Need: of Social Workers (2012). NASW Standards for school social work Often there is discussion about ratios in terms of recommended student support service staff person per students. These ratios are not based services. on research Washington, or student achievement DC: NASW data, Press. but rather Retrieved on recommendations from: from various professional groups. These suggested ratios NASWSchoolSocialWorkStandards.pdf vary widely from state to state. Our school social work profession has not focused on the use of ratios, but rather on student following National factors School to be useful Climate in determining Council (2007). need for student The school support climate services, challenge: in particular Narrowing school social the work gap services: between A. Number school of climate students research with disabilities/special and school climate education policy, needs/ieps. practice guidelines and teacher education policy. B. Percentage/number Retrieved from: of students with significant social-emotional/mental health issues D. Number School of Social students Work who Association are eligible for of services America under (2013). McKinney National Vento, who school are homeless social work or highly practice mobile E. Academic model: Improving achievement/achievement academic and gaps behavioral outcomes. F. Percentage Retrieved of from: students who are English Language Learners

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