Division of Social Work
Fall 2008 / Carol Lambert, ASW, PPS
(916) 202-4035
Office: Mariposa Hall 2047
Hours: Wednesdays – 5:30 to 6:30
Social Work 238A
Social Work Issues and Practice in Schools / Mariposa Hall 1016
Wednesdays 6:30 – 9:20
Course Description:
Social Work 238A is the first of two courses required for students enrolled in the Social Work Department’s Pupil Personnel Services Credentialing Program. It focuses on a macro-level framework for social work within the California public school system. Students explore the challenges faced by a system that intersects with other increasingly complex and diverse systems, often with multiple and conflicting demands and methods of accountability. Students will become familiar with the structure, legal mandates, and budget processes that drive public education in California and their impact on students’ academic experiences. Issues relevant to school social work will be explored, including educational equity, attendance, discipline and due process. Collaboration, community building, and organizational change will also be addressed.
Course Structure:
This course is conducted in a seminar format with emphasis on student participation, discussion and debate. Students are expected to bring their perspectives and expertise to the subjects being addressed and engage in dialog. A portion of each class session will be dedicated to discussing students’ internship experiences. Students will have the opportunity each week to examine and celebrate successes, share challenging situations, and engage in group brainstorming and problem solving.
Course Objectives:
Upon successful completion of this course, students will have a basic understanding of:
- Schools as service systems faced with numerous and increasingly complex challenges that can result in conflicting goals and priorities;
- Major legislation that affects California schools;
- How schools are funded and how the budget process impacts issues relevant to school social work;
- Special education, i.e. its purpose, how it is accessed, and the rights of the stakeholders;
- The 504 program and how it can be used to address the academic needs of children who do not qualify for special education services;
- School attendance and discipline issues;
- The impact of violence on schools;
- Community building, collaboration and organization;
- The school social worker as change agent;
- Examples of best practices for aligning our education system with the needs of the children, families and communities it serves.
Class Expectations:
- Students are expected to attend all classes, complete assigned readings, and participate in class discussions and activities. Attendance and participation are required in order to receive a passing grade. Three (3) unexcused absences will jeopardize your class grade. More than three (3) unexcused absences may result in a failing grade. An attendance sheet will be circulated during each class session. It is the student’s responsibility to sign in on the attendance sheet.
- The Code of Ethics of the National Association of Social Workers will be adhered to with regard to confidentiality. Client confidentiality will be respected and all client and personal information shared in the class will be regarded as confidential.
- Assignments are to be completed and handed in on time, barring serious unforeseen circumstances. Students are expected to advise the instructor of such circumstances as soon as reasonably possible. Late assignments may be considered in this event. If accepted, two points will be deducted for each class session an assignment is late.
- All written work is to be typed and double-spaced. Written work is expected to be clear and grammatically correct. Serious deficiencies in spelling, punctuation, sentence structure and coherent organization will impact the grade. All papers are to include students’ names and e-mail addresses, the instructor’s name, the course name and the due date. Students are encouraged to submit papers that do not exceed five pages in length via e-mail; e-mail submissions must be sent on or before the assigned due date to avoid penalty for late assignments. Papers submitted in written format should be printed in duplex format (printed on front and back of paper) when possible.
- Refer to the university’s policy regarding plagiarism. Plagiarism can result in automatic dismissal from the course.
Accommodations for Students with Disabilities:
Reasonable accommodations, including auxiliary aides, will be provided to students with disabilities when necessary to ensure that they are not denied the benefits of, excluded from participation in, or otherwise subjected to discrimination in any academic program. The University’s goal is to provide an equivalent academic experience and learning opportunity. The University does not guarantee the outcome of the student’s educational endeavor.
The student is responsible for making timely arrangements with the Specialist and the instructor for accommodations and support services. Use of a reader, tutor or note taker requires certain office procedures that the student must complete before these support services can start.
If you believe you will need accommodations, please contact Services to Students with Disabilities (SSWD):
Voice Phone: (916) 278-6955
TDD only: (916) 278-7239
Fax: (916) 278-7825
E-mail:
Course Requirements and Grading:
It is possible to earn a maximum of 100 points in this class. Points will be allocated as follows:
· Attendance and participation - 25% of course grade. Students will earn points for both attendance and active class participation, up to a maximum of 20 points. Students will receive up to an additional five (5) points for active support of classmates during group activities and presentations.
· Reflection papers - 10% of course grade. Students will be asked to write two brief (2-page maximum) papers reflecting on specific assigned readings and classroom activities and how the concepts presented may impact their work as school social workers. Each reflection paper will earn a maximum of 5 points.
Ü The following criteria will be used to grade reflection papers and in-class reflection:
· Effective integration of assigned readings and classroom activities (maximum 2 points);
· Inclusion of personal reflection and points of view (maximum 2 points);
· Application of concepts to student’s work as a school social worker (maximum 1 point)
· In-class reflection – 5% of course grade, or a maximum of 5 points. In lieu of a third reflection paper, there will be a facilitated class discussion in Week 12 (11/19/08). See course outline for additional detail. Students are expected to come prepared to discuss the assigned topic in the same manner as if they had written a third reflection paper. The grading criteria for this discussion will be the same as the two reflection papers (see above).
· Small group project and facilitated discussion with resource/reference tool - 30% of each group member’s course grade, or a maximum of 30 points. Students will be assigned to small groups to research and prepare a presentation on a specific issue within an assigned broad topic. Each group will have one hour to present their material and facilitate a classroom discussion related to it. The presentation is to be between 15 and 30 minutes, followed by an experiential activity and facilitated class discussion. Each group will also produce a resource relating to their presentation that classmates can use as a reference tool in their work. Assigned topics will include: 1)the impact of funding on special education; 2) standardized testing; 3) school discipline and due process rights; 4)multiculturalism; and 5)evidence-based service strategies for a school-based setting.
Groups should plan to meet with the instructor to discuss the format and direction of their presentations in Week 3.
Ü The following criteria will be used to grade group projects:
· The depth of the presentation and how well it addresses a well rounded variety of perspectives (maximum 5 points);
· Incorporation of assigned readings, videos, classroom activities, and independent research (maximum 5 points);
· The ability to engage the class in productive dialog (maximum 5 points);
· The usefulness of the resource presented to classmates (maximum 5 points);
· The participation of each member of the group (maximum 5 points);
· The creativity of the presentation (maximum 5 points)
Groups will be required to submit both their resource and a brief (bullet point) outline of their presentation that highlights the contribution of each member on the day of their presentation.
Each member of the group will receive the grade given to the group for this project. Points for an individual group member’s classroom participation may be reduced by up to 5 points if projects reflect a lack of full participation by that student.
· Final paper - 30% of grade, or a maximum of 30 points. Students will write a final paper not to exceed ten pages. Research for the paper is to include at least one face-to-face interview with a school social worker and one face-to-face interview with a member of school administration. A brief outline of the paper (one-page maximum) that includes the topic and the names and titles of the persons to be interviewed is due at the beginning of Week 7 (10/15/08). Draft papers will be due at the beginning of Week 10 (11/5/08) and will be returned during Week 12 (11/19/08). Final papers are due at the beginning of Week 15 (12/10/08).
The paper will address a very specific area of the California public education system that the author feels would benefit from change and is to include:
· A brief discussion of the issue and why it was selected as a topic;
· Identification of the relevant stakeholders;
· A cogent argument for the change being advocated;
· The obstacles to the change;
· What the goal(s) of the change would be;
· What the change process could look like (practical, realizable steps to implement change), using the model presented in the text Finding our way: Leadership for an uncertain time by Margaret Wheatley;
· The anticipated impact of the change on the school system, students, families and the community;
· The role that school social workers could play in implementing the change advocated.
Ü The following criteria will be used to evaluate final papers:
· Inclusion of topics outlined above (maximum 8 points);
· Effective integration of ideas and perspectives of interviewed persons (maximum 7 points maximum);
· Evidence of thoughtful planning in the process presented for implementing change (maximum 7 points)
· Evidence of careful planning in the organization and flow of the ideas presented (maximum 4 points)
· Timely submission of outline and draft (maximum 4 points)
Summary of Course RequirementsRequirement / Due Date / Percentage of Course Grade
Attendance and classroom participation / Ongoing / 25%
Meet w/instructor re group topics / Week 3 – 09/17/08 / N/A
Reflection paper #1 / Week 6 – 10/08/08 / 5%
Outlines for final paper / Week 7 – 10/15/08 / Included in grade for final paper
Draft of final paper / Week 10 – 11/05/08 / Included in grade for final paper
Reflection paper #2 / Week 11 – 11/12/08 / 5%
Facilitated class reflection / Week 13 – 11/26/08 / 5%
Group Project / Group 1: Week 8 – 10/22/08
Group 2: Week 9 – 10/29/08
Group 3: Week 10 – 11/05/08
Group 4: Week 11 – 11/12/08
Group 5: Week 12 – 11/19/08 / 30%
Final Paper / Week 15 – 12/10/08 / 30%
Grading Matrix:
94 to 100% = A / 73 to 76% = C90 to 93% = A- / 70 to 72% = C-
87 to 89% = B+ / 67 to 69% = D+
83 to 86% = B / 63 to 67% = D
80 to 82% = B- / 60 to 62% = D-
77 to 79% = C+ / Below 60% = F
Required Texts:
Kemerer, F., Sansom, P. & Kemerer, J. (2005). California School Law. Stanford: Stanford University Press
Meier, D. & Wood, G. (Eds). (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Boston: Beacon Press.
Wheatley, M. (2007). Finding our way: Leadership for an uncertain time. San Francisco: Berrett-Koehler Publishers.
Required on-line reading:
NCLB overview (EdSource) at www.edsource.org/edu_nclb.cfm
A way to fix NCLB (California School Boards Association) – go to www.csba.org and search title
School Management (EdSource) at www.edsource.org/edu_schman.cfm
School Board Leadership: The Role and Function of California’s School Boards (California School Boards Association) – go to www.csba.org and search article title
School Finance Exploration Project Interim Findings (California School Boards Association) at www.csba.org/SchoolFinance Project.pdf
Getting down to facts: School finance and governance in California: Summary (Stanford University) at http://www.stanford.edu/group/irepp/documents/GDF/summary-paper-final.pdf
California Ed Code, Title 1, Division 1, Part 27, Chap. 2 (Compulsory Education Law), Articles 5, 6 and 8 at www.leginfo.ca.gov, click on California Law, then Education Code, then search
Student Reports of Bullying: Results from the 2001 School Crime Supplement to the National Crime Victimization Survey (National Center for Education Statistics, July 2005) at http://nces.ed.gov/pubs2005/2005310.pdf
Indicators of School Crime and Safety: 2006 (National Center for Education Statistics) at www.nces.ed.gov/programs/crimeindicators/
Recommended Texts:
Carroll, S., Krop, C., Arkes, J., Morrison, P. & Flanagan, A. (2005). California’s K-12 public schools: How are they doing? Santa Monica, CA: Rand Corporation.
(Available on reserve)
Freeman, E. and Pennekamp, M. (2002). Social work practice: Toward a child, family, school, community perspective. Springfield, IL: Charles C. Thomas Publisher, Ltd.
Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Three Rivers Press.
(Available on reserve)
Marshall, C. & Gerstl-Pepin, C. (2005). Reframing education politics for social justice. Boston: Pearson Education, Inc.
Tyack, D. (2005). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.
(Available on reserve)
Wheatley, M. & Kellner-Rogers, M. (1996). A simpler way. San Francisco: Berrett-Koehler Publishers.
On-line resources:
www.findlaw.com Comprehensive site for federal & state law
www.leginfo.ca.com Source for California State law
www.ed.gov U.S. Department of Education
www.idea.ed.gov U.S. DOE Office of Special Education Programs
www.nea.org National Education Association