Fillable Spring PPS Addendum (California State University, Fresno)

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Spring PPS Addendum (California State University, Fresno)

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Updated: Spring 2014
School Social Work and Child Welfare and Attendance
Semester: Spring ____
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 High
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 hrs of the total 150clock hrs must be in interdisciplinary experiences in a setting outside
the field of education and will be arranged accordingly (minimum 15 hrs ea. semester):
a.
Child Welfare (list proposed outside activities for the spring semester)
b. Juvenile Justice
Tour of Juvenile Justice campus arranged by PPS Coordinator.
Child Welfare Court experience arranged by Title IV-E.
c. Medical
Orientation to Children’s Hospital arranged by PPS Coordinator.
d. Community Based Agencies (list proposed outside activities for the spring semester)
1
Updated: Spring 2014
Instructions: For each required program competency, the student lists assignment(s) to be completed in order to fulfill the
competency. 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.
b.
c.
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.
b.
c.
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.
b.
c.
2
Updated: Spring 2014
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.
b.
c.
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.
b.
c.
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.
b.
c.
3
Updated: Spring 2014
7. Candidate demonstrates skill in implementing effective prevention and intervention strategies,
developing programs, and utilizing community resources.
a.
b.
c.
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.
b.
c.
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.
b.
c.
10. Candidate demonstrates skill in assessment and intervention with attendance problems and the
appropriate use of alternatives to regular school attendance.
a.
b.
4
Updated: Spring 2014
c.
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.
b.
c.
Signatures:
__________________________________________________________________________________________________________________
STUDENT SIGNATURE DATE
__________________________________________________________________________________________________________________
M.S.W./PPS FIELD INSTRUCTOR SIGNATURE DATE
__________________________________________________________________________________________________________________
PPS FACULTY LIAISON SIGNATURE DATE
__________________________________________________________________________________________________________________
PPS COORDINATOR SIGNATURE DATE
5
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Spring PPS Addendum (California State University, Fresno)

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Completed 18 July 2020

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