Social Worker demonstrates little Social Worker displays Social Worker displays Social Worker's knowledge of 1d: Demonstrating knowledge or no knowledge of awareness of governmental awareness of governmental governmental regulations and of state and federal governmental regulations or of regulations and of resources for regulations and of resources for of resources for students is regulations and of resources for students available students available through the students available through the extensive, including those resources both within and through the school or district. school or district, but no school or district and some available through the school or beyond the school and knowledge of resources familiarity with resources district and in the community. district available more broadly. external to the district 1e: Social Worker's plan consists of Social Worker's plan has a Social Worker has developed a Social Worker's plan is highly Planning strategies to help a random collection of unrelated guiding principle and includes a plan that includes the important coherent and preventive and support students in a activities, lacking coherence or number of worthwhile activities, supports of work in the setting. serves to support students regular education or an overall structure. but some of them don't fit with individually, within the broader special education settings the broader goals. educational program. to promote student success 1f: Social Worker does not have a Social Worker has a Social Worker's plan to review Social Worker's review of Designs a plan to review plan to review the program or rudimentary plan to review the the program is organized around progress is highly sophisticated, student’s academic resists suggestions that such academic program clear goals and the collection of with varied sources of evidence progress in the an evaluation is important. evidence to indicate the degree and a clear path toward recommended program to which the goals have been improving the progress on an met. ongoing basis. Domain 2 for School Social Workers: The Environment COMPONENT Level of Performance INEFFECTIVE PARTIALLY EFFECTIVE EFFECTIVE HIGHLY EFFECTIVE Social Worker's interactions with Social Worker's interactions are Social Worker's interactions with IEP team members seek out the 2a: the IEP team are negative or a mix of positive and negative; the IEP team are positive and Social Worker, reflecting a high Creating an environment of inappropriate and the social the Social Worker's efforts at respectful; social worker actively degree of comfort and trust in the respect and rapport worker does not promote positive encouraging positive interactions promotes positive interactions. relationship. interactions among the other among the IEP team are partially team members successful.
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.
Social%20Worker%20Rubric%202014-15.docx