Huron Intermediate School District
School Social Worker
Role Self-Assessment
This self-assessment is designed to assist school social workers in identifying current strengths and professional development needs related to their involvement in the Student Achievement Model.
Name: ______Date: ______
Please use the following designations for rating of skills: 3 for mastered skills/comfortable, 2 for developing skills/fairly comfortable, and 1 for undeveloped skills/uncomfortable
SKILL / RATINGSAM REFINEMENT/EVOLUTION at HISD LEVEL
Participate on teams
v SAM Leadership Team / 3 2 1
v SAM Positive Behavior Support Team / 3 2 1
v HISD Social Workers Department Team / 3 2 1
Participate in professional development
v Access training / 3 2 1
v Research, design, and deliver training / 3 2 1
v Coordinate/network with neighboring agencies / 3 2 1
SAM IMPLEMENTATION at LEA LEVEL
Tier 1: Universal Level of support: To provide services to all
students, school social workers
Participate on teams
v Participate on district-level SAM teams / 3 2 1
v Participate on building-level SAM teams (behavior) / 3 2 1
v Work with team to develop, monitor, and update school crisis plans / 3 2 1
v Participate on grade-level/content teams (analyze data, evaluate PBS effectiveness) / 3 2 1
v Participate in building-level MiBLSi trainings, including data reviews (behavior) / 3 2 1
v Work with teams to implement PBS activities / 3 2 1
v Provide crisis intervention / 3 2 1
Assist with curriculum
v Provide preventative curriculums (behavior) / 3 2 1
v Distribute classroom-based information/resources for teacher use (e.g. skill building, conflict resolution, crisis debriefing) / 3 2 1
v Provide supports that enhance opportunities for all students to participate in the general curriculum (e.g. visuals, social stories, behavioral systems) / 3 2 1
Assist with instruction
v Provide social skills instruction to classrooms / 3 2 1
v Furnish examples of classroom interventions to teachers (e.g. Olweus Bullying Prevention Program, Be Cool Series, Room 14, Boystown Social Skills, Skill-streaming) / 3 2 1
v Assist with autism awareness / 3 2 1
v Help implement anti-bullying instructional programs/strategies / 3 2 1
Assist with assessment
v Assess behavioral, social, and emotional functioning / 3 2 1
v Support universal screenings for all students (behavior) / 3 2 1
v Conduct benchmark assessments, as appropriate, with other staff / 3 2 1
v Collect referrals from LEA staff / 3 2 1
v Conduct observations in various locations within the school environment / 3 2 1
v Provide individual assessment/counseling as appropriate / 3 2 1
Provide coaching and consultation
v Support teachers / 3 2 1
v Provide crisis counseling (e.g. suicide, community death, tragedy) / 3 2 1
v Confer with and provide resources to administrators, teachers, paraprofessionals, and support staff / 3 2 1
v Serve as liaison between school personnel and outside service agencies / 3 2 1
v Make referrals to outside service agencies as appropriate / 3 2 1
Participate in (attend or provide) professional development, including
v Suicide prevention / 3 2 1
v PBS school-wide implementation / 3 2 1
v Behavior interventions / 3 2 1
Support home and community
v Support parents and provide them with resources as appropriate / 3 2 1
v Communicate with parents via phone or in person / 3 2 1
v Act as a liaison to community agencies and supports to link schools and families to resources as requested / 3 2 1
v Attend and provide information at parent-teacher conferences as appropriate / 3 2 1
Tier 2: Strategic Level of Support: To provide services to students needing strategic support, school social workers
Participate on teams
v Help grade-level/content teams analyze data to identify strategic-level students / 3 2 1
v Participate on information review/problem-solving teams to develop intervention plans / 3 2 1
v Work with teams to conduct functional behavioral assessments / 3 2 1
Assist with curriculum
v Provide specialized classroom interventions / 3 2 1
v Support class-wide/school-wide programs such as Second Steps and Skill-Streaming / 3 2 1
v Provide information regarding preventative and remedial programs and resources / 3 2 1
v Participate in special classroom events / 3 2 1
Assist with instruction
v Provide small-group interventions to students / 3 2 1
v Establish student-assistance groups in areas such as grief and loss, divorce, self esteem, anger management, friendship, new kids, ADHD / 3 2 1
v Assist with coordinating tutoring opportunities / 3 2 1
Assist with assessment
v Conduct specialized assessments / 3 2 1
v Provide ADHD screenings / 3 2 1
Provide coaching and consultation
v Team with teachers and support staff to provide behavior supports to strategic students / 3 2 1
Participate in (attend or provide) professional development, including
v Specialized training / 3 2 1
Support home and community
v Support parent awareness and provide parent trainings as requested / 3 2 1
v Act as a liaison to community agencies and linkage to schools and families to resources as requested / 3 2 1
v Make referrals to community agencies as needed / 3 2 1
v Attend and provide information at parent-teacher conferences as appropriate / 3 2 1
Tier 3: Intensive Level of Support: To provide services to individual students needing intensive support, school social workers
Participate on teams
v Help grade-level/content teams analyze data to identify students with significant needs / 3 2 1
v Participate in information review/problem-solving process for individual students identified as needing intensive support / 3 2 1
v Serve on multi-disciplinary evaluation teams / 3 2 1
v Attend IEP meetings / 3 2 1
v Attend staffings for individual students / 3 2 1
Assist with curriculum
v Assist with specialized programming / 3 2 1
v Team with teachers/staff to develop programming for students with intensive needs / 3 2 1
Assist with instruction
v Provide intensive individual interventions / 3 2 1
v Render face-to-face crisis intervention / 3 2 1
v Establish groups and provide small-group interventions / 3 2 1
v Support the development and implementation of behavior intervention plans for individual students / 3 2 1
Assist with assessment
v Conduct functional behavioral analyses and facilitate behavioral intervention planning / 3 2 1
v Coordinate MET determination for EI, OHI, and ASD / 3 2 1
v Determine service eligibility / 3 2 1
v Process alternative classroom referrals / 3 2 1
v Complete progress reports on caseload / 3 2 1
Provide coaching and consultation
v De-escalate students with anger-management issues / 3 2 1
v Team with teacher and support staff to provide behavior supports to intensive students / 3 2 1
Participate in (attend or provide) professional development, including
v Training on intensive behavior interventions / 3 2 1
Support home and community
v Solicit parental involvement in child evaluation / 3 2 1
v Support parents in understanding evaluation results and implications / 3 2 1
v Support parental awareness and provide parent trainings as requested / 3 2 1
v Act as liaison to community agencies and linkage to schools and families to resources as requested / 3 2 1
v Monitor progress of students on caseload / 3 2 1
v Include parents/others to create Individualized Positive Behavioral Support Plans / 3 2 1
v Attend and provide information at parent-teacher conferences as appropriate / 3 2 1