OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Professional Certification Old Capitol Building PO BOX 47200 Olympia WA 98504-7200 (360) 725-6400 TTY (360) 664-3631
PROFESSIONAL GROWTH PLAN (PGP) TEMPLATE FOR CERTIFICATE RENEWAL First Name: School Social Worker
Last Name: Acceptable Example
Certificate Number or Birthdate: Certificates Held: (residency certificates do not need to be listed)
Professional Teacher Professional Principal Professional Program Administrator Professional School Counselor Professional School Psychologist
District/Agency:
Continuing Teacher Continuing Principal Continuing Program Administrator Continuing School Counselor Continuing School Psychologist Continuing Superintendent
Initial Program Administrator Initial School Counselor Initial School Psychologist Initial Superintendent School Occupational Therapist School Physical Therapist School Nurse School Speech-Language Pathologist School Social Worker
Academic Year (use 1 form each year):2013-2014
Step 1 - Needs Assessment and Goal Selection Describe your selected professional growth areas of focus, as well as information from your selfassessments that supports your selections. If holding multiple certificates, please indicate the Role for the Goal aligned with the Standard and Criteria/Strand. Note that all elementary education, middle level math / science, and secondary sciences / technology teachers are required to include a specific focus on the integration of STEM instruction as part of their PGPs. (RCW 28A.410.2212) Professional Growth Goals Rationale Standards-based Benchmarks Based on your self-assessment, identify areas of focus that will lead to your professional growth
What will you and/or your students be able to do as a result of your professional growth that you and/or they are not able to do now?
1. Gain additional knowledge of social, emotional, and behavioral assessment tools for use with students referred for threat assessments.
1. Create appropriate safety/support plans for students using data driven information.
2. Assess the accuracy of my data collection tools for consultations and referrals. 3. Develop an additional category for "Emergency Exclusions for Safety".
FORM SPI 1697 (1/2014)
2. Plan prevention and intervention strategies based on the needs of specific buildings. 3. Meet the growing need for assessing students with deteriorating mental health.
For initial, continuing, and professional level certificates, focus on the “career” level benchmarks listed at http://program.pesb.wa.gov/professionalgrowth-plan-pgp-t/career-level-standards-forpgps
1. SW3 School social workers shall conduct assessments of individuals, families and systems/organizations (namely, classroom, school, neighborhood, district, state) with the goal of improving student social, emotional, behavioral, and academic outcomes. 2. SW 4 School social workers shall understand and use evidenceinformed practices in their interventions. 3. SW 5 School social workers shall use data to guide service delivery and to evaluate their practice regularly to improve and expand
Comment [BO1]: Goals are aligned to appropriate standards and benchmarks. Some goals are specific and measurable. Some goals lead to new learning / practices. Goals are relevant to professional development or student growth.
services.
Step 2 - Professional Growth Action Plan Activities What specific growth activities will you engage in to obtain the identified new learning? The activities should focus on both the content knowledge you acquire as well as the skills you develop.
Proposed Evidence Briefly describe the evidence that you will collect. Evidence may include areas beyond test scores such as attendance rates, discipline referrals, programs implemented, and other student or adult data.
1. Research assessment tools currently in use to evaluate social, emotional, an behavioral strengths and deficits. Consult with other mental health professionals on assessment tools they are currently using.
1. A list of approved assessment tools for social, emotional, and behavioral evaluation tools. 2. Purchased copies of assessment tools for use for the 2014-2015 school year. 3. Updated Excel spreadsheet with data collection information (changes, additions, deletions, etc.) for the following school year. 4. Graphic representation of data collected over the 2013-2014 school year - highlighting information collected (type of referral, month, SPED vs. non SPED), race, gender, etc.). 5. Description of "mental health deterioration" category (with specific criteria).
2. Review existing data to determine what information is being collected. Determine what (if any) gaps exist in data. 3. Research best practice examples of definitions of deterioration of mental health (scholarly journals, Internet, other mental health professionals).
Step 3 - Evidence of Professional Growth Final Review Describe the evidence that you have collected. Provide evidence and documentation for the supervisor or certificated colleague to review.
Comment [BO2]: Activities are aligned to goals. Some activities are well defined but may not be detailed. Some activities are valid and reliable to measure professional or student growth. Some variety of activities. Some activities lead to new learning / practices / interventions, etc.
I researched, consulted with other professionals and my supervisor about various assessment tools that might be beneficial for me to use when conducting mental health assessments. Currently, I use the Achenbach CBCL which provides valuable information in regards to adaptive and maladaptive functioning in students. I also use the SSRS (Social Skills Rating System) but this is an older version of the SSIS-RS (Social Skills Improvement System – Rating Scales). Discussion was had about upgrading to the SSIS-RS which according to an article from School Psychology Quarterly the SSIS-RS allows for “broader conceptualization of key social behaviors and psychometrically superior assessment results” than the SSRS. Several other assessment tools were researched through the Collaborative for Academic, Social, and Emotional Learning (CASEL) which included the Behavior Assessment System For Children (BASC-2) and the Multidimensional Self Concept Scale. Lack of funding to purchase new assessments, scoring manuals (if hand scored)/scoring software has prevented me from moving forward with a final decision. Throughout this school year I have been reviewing and updating my data collection documentation forms. Before this school year, we kept data on whether or not a student received special education services, but not whether or not a student had a 504 Plan. This year I added a category for whether or not a student had a 504 Plan. By identifying whether or not a student has either an IEP or 504 Plan, I can accurately capture information regarding a disability. I also added three categories to the information that I collect on consultations this year. The three categories that were added were whether or not a customer satisfaction survey was sent to the person after I consulted with them, who the survey was sent to, and when I responded to a crisis situation at a school. I have not developed a specific description for the Emergency Exclusion for Health and Safety yet. I have begun to use this category for students who are displaying deterioration of mental health. More specifically for students whose behaviors have changed dramatically over a short period of time – running away from the building into traffic, having images of killing other people in their dreams, having auditory or visual hallucinations, and having repeated conversations about death, killing, and war.
Step 4 - Reflection/Implications Describe your learning and outcomes from the PGP activities. Based on this learning, what are some next steps that might guide future professional growth? Again, this year has proven to be both rewarding and challenging. I have enjoyed the numerous opportunities that I have had to provide professional development to several different staff groups (verbal de-escalation, Non-violent
FORM SPI 1697 (1/2014)
Comment [BO3]: Evidence is aligned to goals and activities. Evidence is well defined and detailed. Some evidence is valid and reliable to measure professional or student growth. Evidence demonstrates outcome / impact of growth activities.
Crisis Intervention, and safety planning). I also have found my time spent providing consultations to building administrators invaluable. I feel that the time I have spent (both by telephone and in person) supporting building administrators has increased their trust with me, which in turn has strengthened our working relationships which benefits students. The frequency and intensity of referrals has increased as the end of the school year nears (which is a trend that I have seen in the past two years). However, this year feels different. Most (if not all) of the referrals that I have received within the past two months are highly complex, often involving an inpatient psychiatric hospital stay, Child Protective Services, Family Reconciliation Services, a Wrap Team, IEP services, change of schools, police involvement, and court involvement. By the end of the school year I would like to help create an internal (maybe partially external?) website on suicide prevention/intervention. We have seen an increase in referrals for mental health assessments this school year for issues surrounding self-harm and suicidal ideation. Since February 2014, I have had eight referrals for suicidal ideation. I also know that HB 1336 (signed into law in April 2013) requires each school district to have a plan for responding to emotional and behavioral distress, including suicidal thinking, behavior, and threats of violence (which includes training for our school communities). The website could be part of the larger plan that is required by HB 1336. By the end of the school year I would also like to increase my outreach to school administrators in an attempt to increase their mental health awareness and educate them about creating meaningful safety plans. Ideally I can help create a website of resources for administrators to access in times of uncertainty and crisis situations. I would like to be able to provide direct professional development to administrators on the same subjects.
Step 5 - Review of PGP Completion (to be completed no later than June 30) I declare under penalty of perjury under the laws of the State of Washington that I have completed the professional growth plan and submitted evidence to that effect. The intentional misrepresentation of a material fact in this form subjects the certificate holder to revocation of his/her certificate pursuant to chapter 181-86 WAC. ______________________________ _________________________________ Date: ____________________ Educator Signature (required) Print Name I declare under penalty of perjury under the laws of the State of Washington that I have reviewed the professional growth plan and evidence to that effect. The intentional misrepresentation of a material fact in this form subjects the certificate holder to revocation of his/her certificate pursuant to chapter 181-86 WAC. ______________________________ _________________________________ Date: ____________________ Supervisor/Colleague Signature Print Name
FORM SPI 1697 (1/2014)
Comment [BO4]: Reflection demonstrates growth and results of learning through the PGP. Considers future learning possibilities.
