Educational Systems, Policy, and Law

Pros and cons of being a social worker in a public school

PROS

• defined systems, procedures, and school-based teams

• highly structured working hours/good time-boundaries

• time off following school calendar

• quality health benefits due to being part of public sector

• union membership and worker protections

CONS

• may be challenges with implementing new interventions or approaches

• more bureaucratic structures

Pros and cons of being a social worker in a charter school

PROS

• you may be able to define your role more compared to public schools

• teams may be more open to your suggestions for new approaches/initiatives

CONS

• risk of exploitation (time/tasks)

Pros and cons of being a social worker in a private school

PROS

• you may be able to define your role more compared to public schools

• teams may be more open to your suggestions for new approaches/initiatives

CONS

• risk of exploitation (time/tasks)

3 critical steps of Child Find under IDEA

ILE

1. IDENTIFY: Notice a problem and refer enrolled students under 21 y.o. in the district for special education and associated services.

2. LOCATE: Look for students in the broader community who may benefit from SPED services. Ways to achieve this include public media campaigns.

3. EVALUATE: Complete the evaluation process for identified students, provided their parent/guardian gave written permission to proceed.

The special education process under IDEA

1. Child Find

2. Evaluation

3. Eligibility determination

4. Free Appropriate Public Education (FAPE)

5. Individualized Education Plan (IEP)

Roles can a school social worker play on the special education team

• Be part of SPED evaluation team

• Social development history

• Advocacy: inequities in discipline, academic support, SPED classification

How many days after identification via Child Find (under IDEA) AND parent consent does the team have to complete the evaluation process?

60 days

The steps of the SPED evaluation process

1. Initiation: parent or school can initiate process; if the school does, must be in writing, and parent must respond affirmatively

2. Evaluation: within 60 days; social worker should advocate to be at all meetings

3. Eligibility meeting: within same 60-day period, meet w/ team to review assessment data and determine eligibility for SPED services

4. IEP creation: within 30 days of eligibility determination, create IEP draft and have meeting to review/approve

5. Review/revise at least once per year

6. Mandatory re-evaluation every 3 years

Conditions that must be met for a student to be eligible for an IEP

1. Must have disability as defined by IDEA classifications

2. Needs special education services

Number of days SPED team has to begin reasonable efforts to obtain parent consent following referral

10 days

Law that dictates student may be eligible for if they don’t meet criteria for IEP under IDEA

Section 504 of Rehabilitation Act

Students in public schools or placed in a private school by a public agency are individually entitled to this

Special education services under IDEA

This document is:

• not legally binding like an IEP or 504

• just outlines available services; no goals, accommodations

• does not guarantee FAPE

• applies to students placed in private schools by parents

• Has district funding caps, which limits service availability

Individualized Service Plan (ISP)

Leo is in 3rd grade and struggles significantly with reading decoding and phonological awareness. Despite standard classroom interventions (MTSS Tier 2), he is falling two years behind peers and requires specialized, individualized reading remediation strategies to access the curriculum. Does Leo qualify for an IEP or a 504 Plan and why?

IEP because he requires specialized instruction (SPED services) under an IDEA classification of disability (specific learning disability)

Noah is in 1st grade and presents with a severe articulation disorder (trouble pronouncing /r/, /s/, and /l/ sounds) that makes his speech difficult for teachers and peers to understand, impacting his classroom communication and early literacy development. He requires direct intervention from a speech-language pathologist. Which framework applies?

IEP because he requires SLP services (SPED) under an IDEA classification of disability (speech or language impairment)

Marcus is a kindergarten student with a severe, airborne peanut allergy that can trigger anaphylaxis. He needs an allergy-free designated lunch table, a protocol for handwashing upon entering the room, and immediate staff training on administering an epinephrine auto-injector. He has no cognitive or academic delays. What plan fits best?

504 because he requires safety training and allergy accommodations, but not specialized instruction, to access education

Ethan is a 3rd grader with Autism Spectrum Disorder. While he has average cognitive abilities, he experiences intense sensory overload in noisy hallways, severe difficulty interpreting social cues during group work, and explosive meltdowns when routines change unexpectedly. He requires a structured sensory break schedule and direct social skills instruction embedded in his school day. What plan is appropriate?

IEP under IDEA due to need for specialized instruction and behavior intervention strategies related to ASD

Sophia is a 6th-grade student with a permanent physical condition that limits her lower-limb mobility, requiring her to use a motorized wheelchair. Her academic abilities are exceptional, but she needs ramp access, an elevator key, customized desk heights, and modified physical education activities. Which plan fits?

504 plan due to needing mobility supports and classroom accommodations but not specialized instruction

Jason is a 9th-grade high school student experiencing severe, debilitating anxiety and depression. He frequently shuts down, refuses to speak or participate in class, experiences panic attacks, and his grades are plummeting across all subjects. He requires ongoing school-based counseling services and specialized emotional support accommodations integrated into his academic routine. What plan is needed?

IEP under IDEA

Oliver is a 2nd-grade student with mild, seasonal asthma. His condition is well-controlled with medication at home, but he occasionally experiences mild wheezing after running hard in PE and needs a rescue inhaler kept in the school nurse’s office with a standing doctor's order. He has no learning or behavior issues. What plan applies?

504 plan

This law

• protects the privacy of educational records

• gives parents/guardians/students 18+ the right to access the records

• gives parents/guardians/students 18+ the right to request changes to correct inaccuracies

• requires schools to obtain written consent for them to share records w/ third-parties

Federal Education Records Privacy Act (FERPA)

This school-based intervention framework has 3 levels, including:

• Tier 1: universal interventions and high-quality instruction

• Tier 2: targeted, small-group support

• Tier 3: intensive, individualized interventions

Multi-Tiered Support System (MTSS)

Name a few roles that a school social worker may have

• Collaboration

• Cultural brokering

• Teacher support

• Consultation (parents, staff, etc.)

• Documentation

• Advocacy

• Leadership

Complete a case consultation as a team.

Complete a case consultation as a team.

Considerations for intersection of race, culture, and education

• document disproportionality

• cultural bias in assessments

• referral patterns reflect bias

• equity requires active attention