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School Social

Workers Develop

Successful Students

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Want to succeed!

Have families that want them to succeed in school and in life!

ALL CHILDREN

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YET MANY FAIL

In 2002 only 32 percent of

fourth-graders could read

at grade level as

measured by the National

Assessment of Educational

Programs.

(U.S. Department of Education,

2004)

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In UTICA:

In 2002, 69% of Utica’s Fourth

grade students passed reading

MEAPS.

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BECAUSE OF BARRIERS TO LEARNING

40% of American children are 40% of American children are

at risk for failure due to at risk for failure due to

poverty, race, immigration, poverty, race, immigration,

poor English language skills, poor English language skills,

living in a single-parent living in a single-parent

family, parents with little family, parents with little

education or health problems.education or health problems.

(National Commission on Children, 1991)(National Commission on Children, 1991)

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EMOTIONAL BARRIERS

About 19% of all children seen by Primary Care Physicians have behavioral and emotional problems.

One in five have a diagnosable mental, emotional, or behavioral disorder.

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BUT FEW RECEIVE HELP…

Fewer than 1 in 5 of Fewer than 1 in 5 of the 17.5 million needing the 17.5 million needing mental health services mental health services actually receive them.actually receive them.

(Report of the Surgeon General’s (Report of the Surgeon General’s Conference on Children’s Mental Conference on Children’s Mental Health, 11/8/01) Health, 11/8/01)

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In UTICA:Certification 2000 2004

EI 228 (8%) 259 (7%)

AI/ASD 24 (.8%) 93 (2%)

LD 1287 1468

POHI/OHI&PI 201 (7%) 274 (7%)

SLI 1012 1390

TOTAL SPEC.EDUCATION

2974(11%)

3743 (13%)

TOTAL POP 27748 29200

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In UTICA:

Buildings have a yearly average of

2 suicidal ideations1 hospitalization for

suicidal thoughts

2 protective service referrals

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ECONOMIC BARRIERS

One in five children under five years old, living in the US in 2003 lived in poverty

One in 10 American families in the US in 2003 lived in poverty

(US Census, 2003)

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In UTICA:

Title I Schools: 14 elementary

3400 students on free and reducelunch(12% of our student population)

About 700 students are Medicaid eligible

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“ I cannot teach the head when the

heart is broken or the mind is troubled”

Teacher of the Year

Parkway Schools St. Louis, Missouri

ONE TEACHER SAID,

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“No teacher having

a problem with a

student should feel

responsible for

solving it alone.”

TEACHERS CAN’T DO IT ALONE!

Smith Mills Elementary School

Henderson County, Kentucky

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Help teachers, students & families overcome barriers

to learning.

SCHOOL SOCIAL WORKERS

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A RESOURCE FOR STUDENTS IN SCHOOLS

School social workers are mental health professionals licensed to provide services that promote social, emotional and behavioral adjustment in school and in society.

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SOCIAL WORK BACKGROUND

Master's of Social WorkState LicensedSchool CertifiedWide variety of professional experience

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ALL STUDENTS BENEFITService Provided to: Special education

all certifications required by law # of children (over 1300 in Oct 04) average caseload

» 65 in Jan 04» 71.5 in Oct. 04

General Education as time allows student: social worker ratio (1550:1)

Service time range: 1-1/2 to 4 days per building

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OTHER DISTRICTS’ STAFFING

District Social Worker to Student Ratio

Social Worker to Spec. Ed. Ratio

# of Buildings per SW

Maximum Caseload Limit

UTICA 1:1550 1:70 2 to 3 none

Chippewa Valley

2

Fraser 1:700 2

Rochester <45 students 45 students

Roseville 1:650

Southlake 1:800

Van Dyke 1:400 9

Walled Lake <45 students 45 students

Warren Con 1 per hs,

1 per 2 ms and elem.

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SCHOOL SOCIAL WORKERS HELP STUDENTS DEVELOP INTERNAL

ASSETS

Individual and group counseling to develop:

•social skills•anger management/anti bullying•appropriate assertiveness•time management & study skills•stress management•management of grief and loss•acceptance and tolerance of differences

Facilitating activities that increase:

•the motivation to learn•attachment to school•community involvement

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DEVELOPING EMOTIONAL COMPETENCE

An EI Student in the high school found himself in trouble with administration due to a drug possession incident. While meeting with the assistant principal, the student requested the presence of a social worker. The social worker met with the student both individually and with the assistant principal. The involvement of the social worker gave the student the opportunity to appropriately address feelings and concerns about the possible outcome of the offense while avoiding any escalation of negative behaviors that can occur when a student feels threatened. She also provided support to the administrator's recommendation of a return to drug treatment.

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ASSISTING TEACHERS• Provide information and

programming to address the mental health needs of students

• Show how poverty, race, language or disabilities interfere with learning

• Help build partnerships between teachers and parents

• Listen and support

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SUPPORTING TEACHERS

Teacher support can include responding to teacher requests to deal with social or behavioral issues that occur in the classroom. Ms. T. an upper elementary teacher requested assistance when she discovered that a student certified EI had confessed to writing an inappropriate comment about another student on a textbook. Knowing the student’s background and history, she requested a SSW consultation regarding the situation. We agreed to have a conference with the student jointly and SSW would then conduct a peer mediation with the two students involved. This occurred and through the mediation the general education student was able to support the EI student, accept her apology and brainstorm solutions to the issues brought out during the mediation. As a result of this conference, Ms. T. requested a classroom-based session on rumors, getting along with classmates.

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HELPING FAMILIES BUILD ASSETS

• Listening to families

• Connecting students and families with community services

• Providing parent education programs

• Showing families ways to support their child’s learning

• Bridging the gap between schools and culturally diverse families

• Empowering families to be advocates for themselves and their child

• Bringing families together to support one another

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BUILDING UNDERSTANDING

Explain the special education process

Help teacher and parent communicate more effectively

Provide information about specific disorders (e.g. organizations, agencies, websites, books, etc.)

Transition students from one program to another

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BUILDING SCHOOL CAPACITY TO:

• use research based approaches that prevent problem behavior and create a safe and supportive school climate

• implement culturally competent policies and practices

• engage families as partners in the children’s education

• Connect with community service providers

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CURRENT SCHOOL INTERVENTIONSPositive Behavioral

Support programsPeer mediationRed RibbonYellow RibbonBullying PreventionWebsite Friendship skills

Classroom team buildingGrief and support groupsNCAParent programsLego Robotics Challenge

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HELPING SCHOOLS SUCCEED

School consults to deter systematic behavior problems. Provides information, resources, and trainings to school personnel. Develops trainings that focus on all systems with in the school setting (school-wide, classroom, non-classroom, and individual). Collecting and reviewing school-wide discipline data. Assisted with grant writing to provide funding for PBS.Forming a district team with representatives from each school Developed and gave presentations for Parent Night, Individual Behavior Plans and Awareness of PBS. Establishing a PBS resource library.Coordinating school PBS teams and activities (fundraising, school celebrations, student acknowledgements, student/staff trainings, assemblies/presenters, functional behavior assessments and behavior plans).

Positive Behavior Support

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SUPPORTING PRINCIPALS

• Crisis situations (e.g. death of a student, parent, or staff)

• Assist with behavioral interventions• Help manage difficult students• Resource for student needs• Defuse / build bridges with parents• Support teachers• Provide unique perspective• Mentor counselors

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MANY PATHS TO SUCCESS!

Reducing Absences & Dropouts

Improving Student Behavior

Bullying Prevention

Conflict Resolution & Anger Management

Assisting Parents & Teachers

Counseling & Mental Health Interventions

Accessing Community Resources

Helping Students Learn Social

Skills

Crisis Intervention

School Social Workers

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FUNDING SCHOOL SOCIAL WORK

School social work positions are funded with:

• Individuals with Disabilities Education Act (IDEA)

• Safe and Drug Free Schools Grants

• Federal at-risk funds

• Medicaid Reimbursement

• Other state and federal programs/grants

• Individual school and/or school district budgets

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For supporting school social

workers in Utica schools!

Together we can do great things!

THANK YOU

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CONTRIBUTORS• State school social work associations and district social work programs in the Midwest

• Midwest Council members: Charlene Thiede, Dot Kontak, Judie Shine, Deb Schreiner, and Donna Secor

• The School Social Work Association of America

• The Networking Committee of the Midwest School Social Work Council

Utica Community Schools’ Social Workers:

•Mary Ellen Bross

•Maryann Weingarden

•Steve Whitmore

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THE VITAL LINKSchool social workers link home, school & community to enhance

student success

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Social Workers Website:

WWW.teacherweb.com/MI/UCS/CourageousKids/