Fillable Fall PPS Addendum 2014 (California State University, Fresno)

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Fall PPS Addendum 2014 (California State University, Fresno)

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Updated: Spring 2014
School Social Work and Child Welfare and Attendance
Semester: Fall
Student Name:
School Placement:
Note: Please use the right-hand column during weekly supervision to track progress toward/completion of
assignments
PPS Requirements
Progress/Date Completed
1. One hundred clock hours of school-based practice with at least ten pupils of a
racial/ethnic background different from that of the candidate.
2. Completion of 450 clock hours of school social work field experience. Field
placement hours shall be provided in at least two of four settings (preschool,
elementary, middle, high school).
Levels: (at least 2) Hours: 100 minimum/level for SSW, 200 minimum/level for COUN
Pre School
Elementary
Middle
3. Completion of 150 clock hours of field placement experience in child
welfare and attendance. Ninety (90) clock hours must be school based;
Levels: (at least 2)
a. Pre School b. Elementary c. Middle d. High
30-60 hours of the total 150 clock hours must be in interdisciplinary experiences in a setting
outside the field of education and will be arranged accordingly (minimum 15 hours each
semester):
a. Child Welfare (list proposed outside activities for fall semester)
b. Juvenile Justice (list proposed outside activities for fall semester)
c. Medical (DSWE in conjunction with CH personnel will arrange tour in January)
d.
Community Based Agencies (list proposed outside activities for fall semester)
1
Updated: Spring 2014
Instructions: For each required program competency, assignment(s) to be completed are listed in order to fulfill the
competency. You may add an addional activity for each competency, but it is not required for the fall semester This
addendum is to be attached to the required graduate learning agreement for each semester of this academic year.
PPS Competencies
Progress/Date Completed
1. Candidate demonstrates socio-cultural competence in practice at all systems
levels, including assessment, intervention planning, service delivery,
communication, and mediation of cultural conflicts in an effort to develop a
positive, supportive learning environment that is culturally congruent with the
needs of pupils and families.
a. Complete a minimum of two assessments with students ethnically different from myself and discuss
observations and practice implications with Field Instructor.
b. Discuss diversity and culturally competent practice with Field Instructor, including your ability to
work with pupils who have different values and beliefs.
c. In collaboration with Field Instructor conduct home visits with at least two ethnically different families.
Include parents or guardians in assessment, intervention strategies, and discussion of parenting styles
to maximize parent involvement.
d. Discuss application of theoretical frameworks and/or practice interventions with diverse populations
and implications with Field Instructor.
e.
2. Candidate demonstrates understanding of the importance of school organizational
and educational policies and procedures as they relate to effective classroom
management, positive adult-pupil relationships, pupil advocacy, effective
approaches to discipline, and the development of personal and social responsibility
and self-esteem.
a. Attend a staff meeting or a school board meeting to learn about the organization, funding and broad
community issues and discuss observations and implications with Field Instructor.
b. Familiarize self with the district Board Policies and Administrative Regulations related to effective
classroom management, positive adult-pupil relationships, pupil advocacy, effective approaches to
discipline, and the development of personal and social responsibility and self-esteem and discuss
implications with Field Instructor.
c. Meet and discuss system-wide disciplinary challenges and effective approaches to discipline with the
vice principal or assistant principal and discuss observations and implications with Field Instructor.
d. Attend district presentations identified by the Field Instructor regarding effective approaches to
discipline, and the development of personal and social responsibility and self-esteem and discuss
observations and implications with Field Instructor.
e.
2
Updated: Spring 2014
PPS Competencies
Progress/Date Completed
3. Candidate demonstrates skill in the interpretation and application of laws and
pupil/parent rights which influence education and attendance, including attendance,
child labor, child custody, and child abuse reporting.
a. Attend district level SARB meetings and discuss observations and implications with Field Instructor.
b. Familiarize self with the district's Parent and Student Handbook.
c. Learn school attendance protocols and discuss findings, observations and implications with Field
Instructor.
d.
Learn how the school deals with child custody laws and determine how this information is
documented at the school. Discuss findings, observations and implications with Field Instructor.
e. Familiarize self with the district's Board Policy and Administrative Regulations related to attendance,
child labor, and child abuse reporting and discuss observations and implications with Field Instructor.
f. Learn school's child abuse/neglect reporting protocols and discuss findings, observations and
implications with Field Instructor.
g.
4. Candidate demonstrates skill in developing collaborative working relationships
with school staff and other professionals within the school such as counselors,
psychologists, and nurses.
a. Participate in multidisciplinary planning meetings such as SSTs or IEPs.
b. Meet and begin to form professional relationship with school personnel identified by field instructor
at each site including principals, teachers, counselors, psychologists, nurses, and support staff.
c. Familiarize self with role and job description of school staff and other professionals within the school
including principals, teachers, counselors, psychologists, and nurses and discuss findings, observations
and implications with Field Instructor.
d. In collaboration with your Field Instructor prepare an introduction letter for each school site.
e. Attend at least 1 all staff meeting in the fall and introduce self and role.
f. Interact with staff in non-classroom setting (faculty lounge, lunch room, yard duty, etc) and discuss
findings, observations and implications with Field Instructor.
g.
3
Updated: Spring 2014
PPS Competencies
Progress/Date Completed
5. Candidate demonstrates ability to use communication and facilitation skills,
collaborative and team building skills, and consultation skills in cases, classrooms,
schools, districts and community systems of care such as health, mental health,
child welfare and juvenile justice to maximize positive outcomes for pupils, schools,
families and communities.
a. a. Consult with classroom teachers regularly.
b. Collaborate/consult with Foster Family Agency/Group Home/County Child Welfare agency
representatives regarding services for students with child welfare concerns and attendance and discuss
observations and implications with Field Instructor.
c. Participate in a conference with juvenile probation and a student and discuss observations and
implications with Field Instructor.
d. Participate in a site-based Student Success conference and discuss observations and implications
with Field Instructor.
e.
6. Candidate demonstrates skills in conducting appropriate biopsychosocial
assessments of pupils and families, including identification of school and
community factors that inhibit learning progress and use this information to develop
programs and activities to promote pupil success.
a. Complete at least three multidimensional assessments and discuss observations and implications
with Field Instructor.
b.
Explore by car, bus and walking, the neighborhoods served by of at least two schools ensuring that
you select clients from each school and discuss observations and implications with Field Instructor.
c. Review cumulative folders of assigned clients and discuss implementation, observations and
implications with Field Instructor.
d. Observe clients on school yard, at lunch, before/after school etc.; observe social, nutritional, and
behavioral norms and variations and discuss observations and implications with Field Instructor.
e.
4
Updated: Spring 2014
PPS Competencies
Progress/Date Completed
7. Candidate demonstrates skill in implementing effective prevention and
intervention strategies, developing programs, and utilizing community
resources.
a. Provide supportive counseling, play therapy, crisis intervention, and other relevant
services as needed and discuss implementation with Field Instructor.
b. Research and implement evidence based intervention that promotes pupil success with at least two
clients and discuss implementation with Field Instructor.
c. Monitor each student service plan, following up as needed and discuss observations and
implications with Field Instructor.
d. Familiarize self with relevant community resources and link students and families to services.
e.
8. Candidate demonstrates skill in interpreting pupil’s development, educational
status and potential to families with the specific purpose of enhancing families’
understanding and utilization of available school and community resources.
a. Conduct outreach with parents/caregivers to discuss student progress and strategies for support.
b. Familiarize self with developmental stages and effective intervention strategies and discuss findings
and implications with Field Instructor.
c. Provide at least two school and community resources to at least two families from each assigned
school site with the specific purpose of enhancing families’ understanding and utilization of available
school and community resources.
d. Provide at least one training session for parents with the specific purpose of enhancing families’
understanding and utilization of available school and community resources and discuss training
session observations and implications with Field Instructor.
e. Familiarize self with services for students and families including but not limited to ESL, 504,
parenting classes, adult education, dental, vision, health screening offered in the school/district, and
referral resources in the community.
f.
5
Updated: Spring 2014
PPS Competencies
Progress/Date Completed
9. Candidate demonstrates ability to participate in planning, prevention and
intervention to promote pupil well-being and safety and reduce the incidence of
school site violence.
a. Provide classroom presentations on relevant topics such as bullying prevention, conflict
mediation, Character Counts, etc. and discuss observations and implications with Field Instructor.
b.
Discuss strategies for personal safety both on the school site and during home visits and discuss
with Field Instructor.
c. Become familiar with any security staff, protocol on site and discuss observations and implications
with Field Instructor.
d. Observe at least one site safety interface with law enforcement and discuss observations and
implications with Field Instructor.
e. Participate in developing and implementing social/emotional programs impacting school site
violence and discuss observations and implications with Field Instructor.
f.
10. Candidate demonstrates skill in assessment and intervention with attendance
problems and the appropriate use of alternatives to regular school attendance.
a. Develop an intervention plan to reduce truancy with two identified students and discuss with Field
Instructor.
b. Familiarize self with the Education Codes Sections 48200-48208, 48210-48216, 48220, 48300,
48664 and 51745 regarding attendance and appropriate use of alternatives to regular school
attendance and discuss implications with Field Instructor.
c. Learn where to access and how to read student attendance records and discuss findings,
observations and implications with Field Instructor.
d. Participate in a site-based or home-based attendance conference in which state laws related to
compulsory attendance are reviewed with the family.
e. Participate in or observe an expulsion hearing and discuss findings, observations and implications
with Field Instructor.
f.
6
Updated: Spring 2014
PPS Competencies
Progress/Date Completed
11. Candidate demonstrates knowledge of learning theories and factors influencing
learning and utilizes effective strategies and techniques to assist students in
developing responsibility for their own learning.
a. Implement behavior management plans for students referred for disruptive behavior and discuss
findings, observations and implications with Field Instructor.
b. Discuss the influence of positive and negative reinforcement on behavior with at least two parents.
c. Collaborate with at least two teachers to develop effective classroom management strategies based
on learning theory (e.g. use of rewards and punishment, contingency contract)
d. Utilize solution-focused brief therapy with at least two students.
e.
Signatures:
STUDENT SIGNATURE DATE
M.S.W./PPS FIELD INSTRUCTOR SIGNATURE DATE
PPS FACULTY LIAISON SIGNATURE DATE
PPS COORDINATOR SIGNATURE DATE
7
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Fall PPS Addendum 2014 (California State University, Fresno)

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