Appendix of Evaluation Forms Printable Forms s1

STANDARDS, CRITERIA, RUBRICS, AND INDICATORS—SOCIAL WORKER

STANDARD 1: DIREST SERVICE/INSTRUCTIONAL SUPPORT—SOCIAL WORKER Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.

A. PROVIDES SERVICES TO SUPPORT HIGH EXPECTATIONS FOR THE EDUCATIONAL SUCCESS OF ALL STUDENTS C I

R Exceeding. Consistently promotes mutual respect, understanding, and support between school and home. B U Meeting. Usually promotes mutual respect, understanding and support between school and home. R Developing. Occasionally promotes mutual respect, understanding and support between school and home. s

r Not Meeting. Does not enhance mutual respect, understanding and support between school and home. o t a

c Demonstrates ongoing collaboration, and effective coordination to facilitate the achievement of the interdisciplinary team objectives. i d

n Demonstrates knowledge about the dynamics of family systems as they apply to individual development and student concerns. I Acts as a liaison between schools, families, and community agencies. Provides case management and counseling services to students and/or their families. Provides services to prepare students for learning through the actual teaching of social and behavioral skills. Provides crisis intervention services and group counseling for students with common concerns Provides mediation and conflict resolution strategies to promote students’ resolutions. Develops and/or provides in-service programs related to mental health needs of students, teachers and staff.

B. USES A VARIETY OF MATERIALS, METHODS, AND STRATEGIES TO REMOVE BARRIERS TO LEARNING AND PROMOTE ACTIVE STUDENT PARTICIPATION C I

R Exceeding. Consistently advocates for students and their families experiencing limited educational opportunities. B U Meeting. Demonstrates a commitment to advocate for students and their families experiencing limited educational opportunities. R Developing. Inconsistently advocates for students and their families experiencing limited educational opportunities. s

r Not Meeting. Seldom advocates for students and their families experiencing limited educational opportunities. o t a

c Provides leadership and/or support in the development of behavior plans for students. i d

n Works with students and families regarding parenting skills and enhancing learning opportunities in the home. I Systematically advocates against punitive, arbitrary, and exclusionary discipline policies and procedures in schools. Systematically advocates against institutional racism; discrimination against and among students based on protected classifications. Recognizes barriers within the school and develops strategies to reduce and eliminate these barriers (racial and ethnic, etc.). Assists staff in understanding cultural and socio-economic circumstances of families.

STANDARD 1: DIREST SERVICE/INSTRUCTIONAL SUPPORT—SOCIAL WORKER Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.

C. ASSISTS IN THE DEVELOPMENT AND IMPLEMENTATION OF SPECIALIZED PROGRAMS FOR STUDENTS AND FAMILIES C I

R Exceeding. Effectively implements various practice modalities to empower disadvantaged and oppressed populations. B U Meeting. Often implements various practice modalities to empower disadvantaged and oppressed populations. R Developing. Attempts to implement various practice modalities to empower disadvantaged and oppressed populations. s

r Not Meeting. Rarely implements various practice modalities to empower disadvantaged and oppressed populations. o t a

c Provides services that build students’ individual strengths and offer students maximum opportunity to participate in the planning and direction of their i d

n own learning experience. I Collects and interprets pertinent family cultural, social-economic and developmental information. Recognizes and demonstrates an understanding of family systems related to individual development and student concerns

STANDARD 2: ASSESSMENT—SOCIAL WORKER Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.

A. USES AND INTERPRETS A VARIETY OF ASSESSMENTS TO EVALUATE/MONITOR STUDENT NEEDS C I

R Exceeding. Always demonstrates advanced knowledge of child development, and individual and family characteristics that affect learning. B U Meeting. Consistently demonstrates knowledge of child development, and individual and family characteristics that affect learning. R Developing. Demonstrates basic knowledge of child development, and individual and family characteristics that affect learning. s

r Not Meeting. Rarely demonstrates advanced knowledge of child development, individual and family characteristics that affect learning. o t a

c Conducts assessments to take an ecological perspective, focusing on the students, as well as their interactions in the school environment, at home, and in i d

n community settings. I Interprets pertinent family, cultural, social-economic, and developmental information. Integrates bio-psychosocial assessment data into reports, that include relevant educational recommendations. Applies knowledge of the influences gender, culture, disability, and sexual orientation on educational opportunities. Provides assessment services as appropriate for determining students with special needs.

B. COLLECTS DATA FROM AND INTEGRATES ASSESSMENT RESULTS TO INFLUENCE PLANNING AND INTERVENTIONS C I

R Exceeding. Purposefully and effectively uses multiple methods in assessment, incorporating performance objectives and measurable outcomes as needed. B U Meeting. Usually uses multiple methods and in assessment, incorporating performance objectives and measurable outcomes as needed. R Developing. Occasionally uses multiple methods in assessments, incorporating performance objectives and outcomes as needed. s

r Not Meeting. Does not use multiple methods in assessment, does not incorporate performance objectives and measurable outcomes. o t a

c Reviews appropriate school records to gather needed information/data for use in determining assessment needs. i d

n Observes students in various settings to create a comprehensive understanding of student needs. I Conducts functional behavioral assessments to better understand the purpose and effect of problematic behaviors and provides information for developing interventions. Communicates with parents and appropriate agencies to gain information to assess student needs. Emphasizes students’ strengths and protective factors to enhance educational success.

STANDARD 2: ASSESSMENT—SOCIAL WORKER Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.

C. APPLIES ASSESSMENT RESULTS TO DEVELOP THE APPROPRIATE INTERVENTIONS AND SERVICES C I

R Exceeding. Consistently and effectively integrates assessment results to influence planning and interventions. B U Meeting. Consistently integrates assessment results to influence planning and interventions. R Developing. Inconsistently integrates assessment results to influence planning and interventions. s

r Not Meeting. Does not integrate assessment results to influence planning and interventions. o t a c i Provides social work reports which include results and recommendations based on formal and informal assessment. d n

I Ensures that services are provided in a manner that is compatible with the culture of students and parents. Incorporates IDEA, 504 Plans, case-management, bio-psychosocial assessment, and consultation into services.

D. COMMUNICATES ASSESSMENT RESULTS TO A VARIETY OF AUDIENCES (E.G., PARENTS, STUDENTS, STAFF, COMMUNITY) IN A USEFUL, SENSITIVE, AND CULTURALLY APPROPRIATE MANNER C I

R Exceeding. Always emphasizes students’ strengths and demonstrates an understanding of the needs of the special learner. B U Meeting. Often focuses on students’ strengths and demonstrates an understanding of the needs of the special learner. R Developing. Attempts to emphasize students’ strengths; demonstrates a limited understanding of the needs of the special learner.

s Not Meeting. Seldom emphasizes students’ strengths and rarely demonstrates an understanding of the needs of the special learner. r o t a

c Provides family assessments/developmental history/written reports to relevant parties. i d

n Demonstrates an ability to interpret evaluation findings and provides consultation to staff. I Helps parents better understand assessment and evaluation results. Utilizes feedback from the multidisciplinary team to improve services and effectively serve students and families.

STANDARD 3: PROGRAM AND PLANNING—SOCIAL WORKER Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.

A. IMPLEMENTS BEST PRACTICES FOR SPECIALTY AREA C I

R Exceeding. Always implements best practices for specialty area; implementing evidence based, district, or school approved interventions. B U Meeting. Consistently implements best practices for specialty area, consistently implementing evidence based, district, or school approved interventions. R Developing. Uses relatively few best practices for specialty area, intermittently implementing evidence-based, district, or school-approved interventions. s

r Not Meeting. Uses minimal best practices for specialty area, rarely implementing evidence-based, district, or school-approved interventions. o t a c i Practices in accordance with relevant law and professional standards. d n

I Shares research and practice evaluation findings through in-service training, conferences, publications, and/or daily professional practice. Maintains case records, documents, and information to substantiate circumstances relating to pertinent events.

B. DEVELOPS, PLANS, AND PRIORITIZES SPECIALIZED SERVCIES AND PROGRAMS C I

R Exceeding. Consistently provides leadership in sharing research and practice evaluation findings through inservice training, conferences, publications, B U and/or daily professional practice. R Meeting. Often shares research and practice evaluation findings through in-service training, conferences, publications, and/or daily professional practice. Developing. Attempts to share research and practice evaluation findings through in-service training, conferences, publications, and/or daily professional practice. Not Meeting. Rarely collects research and does not share practice evaluation findings through in-service training, conferences, publications, and/or daily s

r professional practice. o t a

c Develops educational programs and provides training to address the goals and mission of the educational institution. i d

n Plans and implements in-service programs related to the needs of students, teachers and administrative staff. I Provides leadership and/or serves effectively on school committees. Coordinates school/community resources and generates new school/community resources. Works effectively with individuals and groups whose common purpose is to develop programs or systems of care that support and enhance the health, social and emotional well being, and safety of students. Demonstrates time management and organizational skills.

C. DEMONSTRATES KNOWLEDGE OF DISCIPLINES WITHIN THE EDUCATIONAL SETTING

STANDARD 3: PROGRAM AND PLANNING—SOCIAL WORKER Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses. C I

R Exceeding. Purposefully and effectively develops, plans, and prioritizes specialized services and programs to enhance students’ educational experiences. B U Meeting. Consistently develops, plans, and prioritizes specialized services and programs to enhance students’ educational experiences. R Developing. Inconsistently develops, plans, and prioritizes specialized services and programs to enhance students’ educational experiences. s

r Not Meeting. Seldom develops, plans, and prioritizes specialized services and programs to enhance students’ educational experiences. o t a

c Demonstrates an understanding of human behavior in the social environment. i d

n Demonstrates skills in implementing various practice modalities to empower disadvantaged and oppressed populations. I Uses research to inform practice and understand social policies related to school social work services. Demonstrates an understanding of the dynamics of family systems as it applies to student growth and development. Recognizes and demonstrates an understanding of maladaptive behaviors and its impact on a student learning. Effectively prioritizes delivery of service

STANDARD 4: CONSULTATION AND CONTRIBUTION TO THE LEARNING ENVIRONMENT—SOCIAL WORKER Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.

A. DEVELOPS EFFECTIVE CONSULTATIVE AND COLLABORATIVE RELATIONSHIPS C I

R Exceeding. Consistently and effectively promotes collaboration among community health and mental health services providers and facilitates student B U access to these services. R Meeting. Consistently promotes collaboration among community health and mental health services providers and facilitates student access to these services. Developing. Intermittently promotes collaboration among community health and mental health services providers and inconsistently facilitates student access to these services. Not Meeting. Seldom promotes collaboration among community health and mental health services providers and rarely facilitates student access to these s

r services. o t a

c Promotes mutual respect, understanding and support between school and home via parent conferences and/or home visits. i d

n Is supportive of parents need to express their concerns about their child to school and agency personnel. I Serves as consultant on such issues as discipline, attendance, confidentiality, race, ethnicity and language, mental health, behavior management, crisis intervention, and child abuse/neglect. Consults with teachers regarding modification of classroom interventions relevant to student needs such as adaptive behavior, functional life skills, and vocational skills. Provides consultation to administrators, local education personnel, school board members, and community representatives to promote understanding and effective utilization of school social work services.

B. PROVIDES EDUCATION, SUPPORT, AND TRAINING TO IMPROVE STUDENT ACHIEVEMENT C I

R Exceeding. Effectively researches and utilizes community resources in addressing the needs of students and their families. B U Meeting. Usually researches and utilizes community resources in addressing the needs of students and their families. R Developing. Attempts to research and utilize community resources in addressing the needs of students and their families. s

r Not Meeting. Does not research and utilize community resources in addressing the needs of students and their families. o t a

c Provides consultation regarding factors in the home, school, and community that affect students’ educational experience. i d

n Serves on interdisciplinary team within the school and participates in case conferences with other school specialists. I Plans and provides programs for preventive education (drug awareness, child abuse and neglect, attendance). Provides and implements in-service programs related to the needs of students, teachers, and staff.

STANDARD 4: CONSULTATION AND CONTRIBUTION TO THE LEARNING ENVIRONMENT—SOCIAL WORKER Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.

C. FACILITATES THE DELIVERY OF SERVICES TO MAXIMIZE LEARNING C I

R Exceeding. Consistently and effectively provides consultation to facilitate an understanding of factors in the home, school, and community that affect B U students’ educational experiences. R Meeting. Adequately provides consultation to facilitate an understanding of factors in the home, school, and community that affect students’ educational experiences. Developing. Inconsistently provides consultation to facilitate an understanding of factors in the home, school, and community that affect students’ educational experiences. Not Meeting. Randomly provides consultation to facilitate an understanding of factors in the home, school, and community that affect students’ s

r educational experiences. o t a

c Provides consultation to teachers in the development and implementation of an individualized plan for students. i d

n Supports the development and implementation of comprehensive school-based and school-linked programs that promote student health, mental health I and academic success.. Effectively researches and utilizes community resources in addressing the needs of students and their families. As needed, makes referrals to appropriate resources within the school and/or community.

STANDARD 5: PROFESSIONAL RESPONSIBILITIES—SOCIAL WORKER Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses.

A. DEMONSTRATES PERSONAL INTEGRITY AND MAINTAINS PROFESSIONAL AND ETHICAL STANDARDS C I

R Exceeding. Demonstrates exceptional commitment to the values and ethics of the social work profession and abides by the National Association of Social B U Workers/Code of Ethics as a guide to ethical decision-making. R Meeting. Regularly demonstrates commitment to the values and ethics of the social work profession and abides by the National Association of Social Workers/Code of Ethics as a guide to ethical decision-making. Developing. Demonstrates some commitment to the values and ethics of the social work profession and abides by the National Association of Social Workers/Code of Ethics as a guide to ethical decision-making. Not Meeting. Exhibits limited understanding and poorly demonstrates commitment to the values and ethics of the social work profession and abides by the s

r National Association of Social Workers/Code of Ethics as a guide to ethical decision-making. o t a c i Demonstrates commitment to the values and ethics of the social work profession as defined by the NASW Code of Ethics d n

I Maintains safeguards for the privacy and confidentiality of information. Uses research to guide practice and understands social policies related to service in schools.

B. SUPPORTS DISTRICT, DEPARTMENTAL, AND SCHOOL MISSION AND VISION C I

R Exceeding. Consistently and effectively supports district, department, and school mission and vision. Always fulfills department responsibilities. B U Meeting. Often supports district, department, and school mission and vision. Generally fulfills department responsibilities. R Developing. Inconsistently supports district, department, and school mission and vision. Occasionally fulfills department responsibilities Demonstrates basic knowledgeable of reforms in education and best practice models in school social work profession. s

r Not Meeting. Rarely supports district, department, and school mission and vision. Does not fulfill department responsibilities. o t a c i Applies knowledge of reforms in education and best practice models in the school social work profession. d n

I Understands IDEA and is able to explain it to staff and parents. Utilizes knowledge of district, school, and department goals, and processes all legal requirements of the educational system.

C. FULFILLS DEPARTMENTAL RESPONSIBILITIES AND EXPECTATIONS

STANDARD 5: PROFESSIONAL RESPONSIBILITIES—SOCIAL WORKER Note: Bulleted indicators are not to be used as a checklist, but as a guide toward recognizing strengths and weaknesses. C I

R Exceeding. Has advanced knowledgeable of reforms in education and best practice models in school social work. B U Meeting. Has adequate knowledgeable of reforms in education and best practice models in school social work profession. R Developing. Usually demonstrates trust, open communications, mutual respect, and ongoing collaboration and effective coordination to facilitate the achievement of the interdisciplinary team objectives. s

r Not Meeting. Demonstrates minimal knowledgeable of reforms in education and best practice models in school social work profession. o t a

c Fulfills department responsibilities, which include: active participation at staff meetings, conducts self in compliance with board policy, participation on a i d

n social work committee, and completing and returning reports in a timely manner. I Uses technology systems to enhance communication, organize information, and demonstrate accountability. Able to plan, organize and prioritize work in professional manner. Maintains professional and responsible work habits. Accepts and completes duties promptly and accurately and is punctual and regular in attendance. Manages caseload and responsibilities in an efficient manner.

D. DEMONSTRATES EFFECTIVE INTERPERSONAL SKILLS/RELATIONSHIPS C I

R Exceeding. Consistently demonstrates trust, open communications, mutual respect, and ongoing collaboration and effective coordination to facilitate the B U achievement of the interdisciplinary team objectives. R Meeting. Continually demonstrates trust, open communications, mutual respect, and ongoing collaboration and effective coordination to facilitate the achievement of the interdisciplinary team objectives. Developing. Inconsistently demonstrates positive interpersonal relationships with staff and administrators. Not Meeting. Seldom demonstrates trust, open communications, mutual respect, and ongoing collaboration and effective coordination to facilitate the s

r achievement of the interdisciplinary team objectives. o t a

c Demonstrates positive interpersonal relationships with staff and administrators; shows a capacity to work with a variety of personalities in a mature and i d

n professional manner. I Contributes to organizational solutions outside of assigned responsibilities. Communicates in a manner appropriate to the situation; expresses own convictions but respects opinions of others. Is approachable and acts with professional judgment; maintains an appropriate professional demeanor.