Fall 2026 SOWK 587 Week 11 - School Policy, Program Development, & Evaluation

A presentation at Heritage University in November 2026 by Jacob Campbell and is tagged with Heritage University, MSW Program, SOWK 587

A title slide with a black-to-charcoal gradient background, centered in the frame, reading 'School Policy, Program Development, & Evaluation' in large bold text that shifts from cyan to magenta. Beneath it, in smaller gray type, 'Fall 2026 SOWK 587 Week 11,' and at the bottom, 'Jacob Campbell, Ph.D. LICSW at Heritage University.'

A dark-gradient slide titled 'Plan for Week 14' has two columns. The left is 'In-Class Agenda': Registration, Students' view of school policy, Needs assessment process, School intervention assessment and plan. The right is 'In-Class Learning Objectives': identify students' understanding and engagement with school policy, describe needs-assessment steps, understand the social policy paper, and provide feedback on the course.

A presentation slide titled 'Applying for Graduation' (subtitle 'Yes, it is already time…') shows a Registrar web page screenshot, with a red arrow pointing to the 'Graduation Application' link. A blue panel on the right reads 'Information to Include: Student ID, Legal Name, Name to appear on diploma, Email, Applying for Master's in Social Work, Majors (none), Minors (none), Graduation Term (Summer), Graduation Year 2027, Advisors Name, Advisors Email.' The URL is https://myheritage.heritage.edu/ICS/Students/Registrar/.

A presentation slide titled 'Social Work Electives: What Would You All Like' on a black-to-gray gradient. The left column reads 'Spring Plan: SOWK 503 Beyond MSW to Clinical Skills; SOWK 587 Social Work in Schools,' then 'We've Had Interest In: Substance Use Disorder class (even if it doesn't provide certification).' The right reads 'In fall we also had: SOWK 583 Evidence-Based Therapeutic Skills.'

A dark slide titled 'Spring Semester Registration: Selecting Your Classes' has a gold arrow pointing right with 'Students -> Registration -> Course Search' and 'Filters: Spring, Graduate, Social Work.' Below, two columns list courses: the Generalist Sequence for 2-Year Students (SOWK 531.0, 538.0, 536.0, 541 & 546 'Match current faculty') and the Specialized Sequence (SOWK 581, 585, 591 & 596 'Match current faculty,' Elective). A red box between them reads 'If you have a hold, follow up with us.'

A dark slide titled 'Midcourse Feedback,' with the title in a green-to-blue gradient, presents two white-text columns. The left column, headed 'Going Well,' lists: in-class times and my teaching; Podcast; Different Formats (slides, recorded lectures, videos, textbook, etc); and Forum choice. The right column, headed 'Not Going Well or Recommendations,' lists: Exemplar assignments; Too many big assignments; If no school practicum; and Amount of content on weekly page or syllabus description.

A black presentation slide titled 'School Policies and Program Development' lists topics in two columns, including Alcohol and Drug Awareness and Occurrence, Suicide Prevention, Bullying, Peer Mediation and Conflict Resolution, Domestic and Partner Violence Prevention, Adolescents Pregnancy, and Special Education Program Development. A grey rounded box on the right, titled 'Small Group Discussion,' asks: 'What policies or practices related to these issues have you observed at your practicum?' and 'Where do you see gaps or opportunities for improvement in how your placement addresses this issue?' A citation reads '(Jarolmen & Bautista, 2023).'

A presentation slide titled 'A-04: Social Policy Macro Issue Paper' with a yellow tag reading 'Due Monday Morning 11/16/26' lies in the upper left, over a black-to-grey gradient background. The slide lists seven required sections for a policy brief, from title page through reference list, and a blue arrow labeled 'Needed Content' points to them from the lower left.

A presentation slide titled 'Social Policy Theories,' subtitled 'Potential Frameworks Connected to Policy.' The left black panel has body text advising students to connect their policy analysis to a theory and explain how it relates to the policy. The white right panel lists five theories: Critical Race Theory (CRT), Critical Theory, Feminist Theory, Systems Theory, and Social constructionism.

A presentation slide titled 'Social Policy Macro Issue Rubric' shows a table on a black-to-gray background. Magenta cells list criteria such as 'Policy Examination and Best Practice Recommendations' and 'Change Strategy and Collaboration,' each with a 'Highly Developed' description. A vertical label reads 'Competency 5 Practice Behaviors.'

A presentation slide on a black-to-charcoal gradient background, with a large green-to-teal gradient title reading 'School-Related Problem Fact Sheets & Social Policy Macro Issue.' Below it, three white bulleted prompts are listed: 'Policy Landscape: What existing policy(ies) could you analyze?', 'Equity & Access: Ideas related to unintentional harm or gaps in protection?', and 'Theory in Practice: Which social policy theory might you apply?'

A slide with a large, bold, bright pink-to-yellow gradient quotation centered on a black-to-charcoal background, reading: 'Needs assessments can be very helpful in eliciting the support of the administration for many of these policies and programs ... to use this information to reinforce your case for the need in your school.' A small gray citation sits below it: '(Jarolmen & Bautista, 2023 p. 259).'

A dark slide titled 'School-Based Planning Policy Planning: Steps in a Need Assessment' shows five white arrow-shaped chevrons labeled Planning, Data Collection, Interpretation, Prioritization, and Implementation Planning, left to right. Each has a caption below: 'Clarify why you're doing the assessment and who should be involved,' 'Use surveys, records, interviews, focus groups, etc.,' 'Identify themes from the data (strengths and needs),' 'Decide what needs are most urgent and feasible to address,' and 'Turn findings into actionable steps, with accountability.' The footer reads 'Comprehensive Needs Assessment Toolkit (Washington Office of Superintendent of Public Instruction, 2023).'

A large QR code sits on the left half of a black-to-gray slide, beneath the title 'SPRC 2021 Tribal Suicide Prevention Needs Assessment: Aggregate Technical Report' and above the URL http://www.sprc.org/library_resources/sprc. In the center, a green box reads 'Review the results, and discuss how you interpret the information.' On the right, a white document icon with list lines and circles sits against a blue gradient background.

A presentation slide titled 'Data Collection' displays a blue-headed table listing 'Data Category' and 'Examples to Review,' with rows such as Demographics ('Student ethnicity, gender, special programs, staff diversity') and Student Achievement ('Academic growth, disaggregated by subgroups'). The table sits on a black-to-gray background above the footer 'Comprehensive Needs Assessment Toolkit (Washington Office of Superintendent of Public Instruction, 2023).'

A dark slide with a cyan-to-magenta gradient title reading 'How would a needs assessment look at your school?' A yellow rounded box says 'Working as a small group, make a plan for what a needs assessment at your school would look like and the planning stage of the process.' To the right, three bullets ask: 'What areas would you think could be helpful to assess, and why,' 'Who should be involved, and how would you get buy-in,' and 'What data would you collect, and how would you get it.'

Dr. Jacob Campbell

16 slides

Description

Week 11 is a synchronous class session held on Saturday, 11/07. During class, we will focus on policy and program development. In the forums, students will focus on professional development and look ahead to their social work careers. We will also consider school policy in the context of this semester’s learning and the process for school-based needs assessments.

The agenda for the in-person class session is:

Students’ view of school policy
Needs assessment process
School intervention assessment and plan

The learning objectives for this week include:

Identify students’ understanding and engagement with the school policy over the semester.
Describe the basic steps needed to complete a needs assessment.
Use professional standards to inform professional growth planning.