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

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.

Plan for Week 11

In-Class Agenda

  • Registration
  • Student’s view of school policy
  • Needs assessment process
  • School intervention assessment and plan

In-Class Learning Objectives

  • Identify students’ understanding and engagement with the school policy over the semester.
  • Describe the basic steps needed to complete a needs assessment.
  • Understand the content the social policy paper

Register for Graduation

Yes, believe it or not, it is already time to start thinking about applying for graduation. When you head over to the registrar’s page on MyHeritage, make sure you have this exact information ready. You’ll want to specify that you are applying for your Master’s in Social Work, with no majors or minors listed. Our official graduation term will be Summer of 2027. Please make sure to input your advisor’s correct name and email to avoid any delays in the approval process. The direct link is right here on the slide for your convenience.

Elective Ideas

Spring Plan SOWK 503 Beyond MSW to Clinical Skills SOWK 587 Social Work in Schools

We’ve Had Interest In Substance Use Disorder class (even if it doesn’t provide certification)

In fall we also had: SOWK 583 Evidence-Based Therapeutic Skills

[Whole Group Activity] Notes for Additional Class Topics

Give sticky notes out if people have ideas. Give a few minutes to talk through what they would like as topics. Gather notes and organize by theme if necessary. Allow students to come and mark what class they would like on the whiteboard to gather a count.

Time to Register

Problem w/ 585 (only one section) Holds raise your hand so we can come around have a conversation ($1,500)

Let’s walk through registration for the upcoming Spring semester When searching for courses on MyHeritage, filter by Spring, Graduate, and Social Work For students in the two-year Generalist sequence, make sure to register for SOWK 531, 538, and 536 Be sure to select the sections for SOWK 541 and 546 that match your current faculty If you’re in the Specialized sequence, you will need to sign up for SOWK 581, 585, 591, and 596 Don’t forget to select your elective and match your current faculty for the practicum courses

Midcourse Feedback

What’s going well The podcasts got the most mentions. Students like listening to chapter podcasts, and one listened to an episode more than once on their drives. Several formats together: PowerPoints available on MyHeritage, recorded lectures (useful even for students who attended), videos, and the textbook. Several said the mix helps them understand the material. Forum choice: students like having multiple prompts to pick from each week and the amount of content to respond to. In-person class: students like the group activities and discussion, and the balance between asynchronous and in-person work. You: they value the personal practice stories you tie to the material, your availability after class and by appointment, quick and clear communication, and that you ask for feedback. Specific assignments: one student singled out the ethical decision-making framework video as practical and good for critical thinking. Relevance: students who want to go into school social work said the course feels directly useful.

What’s not going well

Six of the 13 said nothing is wrong. The others raised:

No examples of the big assignments. This was the clear theme, in about six responses. Several students who described themselves as visual learners want to see what a finished assignment should look like. Too many big assignments, which is overwhelming alongside major assignments in their other classes. Syllabus instructions that are sometimes unclear about what you want to see. A lot on each weekly page, especially early in the semester while students were learning how you teach. No school practicum. One student finds the school-specific content harder to connect to without one.

What you could do differently

Four said nothing. The suggestions were:

Examples of past student work on the big assignments, ideally strong ones. Class time to work on the assignments, so questions get answered in the moment. One student would trade some in-person time for more asynchronous work to make room for this. Going over directions in person, not just in the forums or the syllabus. Smaller pieces on the weekly page: consolidate the Unit Resources, or split it between the main dashboard and the unit page.

School Policies and Program Development

In your textbook, they talk about the following areas of policy and program development.

  • Alcohol and Drug Awareness and Occurrence
  • Suicide Prevention
  • Truancy and School Failure Prevention
  • Violence Prevention Approaches
  • Bullying
  • Child and Sexual Abuse
  • Peer Mediation and Conflict Resolution
  • Domestic and Partner Violence Prevention
  • Adolescents Pregnancy
  • Assertiveness
  • Special Education Program Development

to get us started today I want to have us engage in some discussion about these topics you read about and examples of what you see in your placements.

[Small Group Activity] Discuss Practicum Observations

  • What policies or practices related to these issues have you observed at your practicum?
  • Where do you see gaps or opportunities for improvement in how your placement addresses this issue?

Assignment 04: Social Policy Macro Issue

Meta: Points 100 pts (20% of final grade); Deadline Monday 11/16/26 at 8:00 AM; Completion via MyHeritage Assignments using Turnitin; Locations Assignment Handout with Rubric, and for students working in groups, A-04 Group Sign-Up.

Purpose: Students will apply their understanding of social welfare policy to a school-related problem researched for their fact sheet. They will create a policy brief aimed at government decision-makers that presents the issue, analyzes its relationship to school culture, and recommends evidence-informed, anti-racist, and anti-oppressive policy solutions grounded in cultural humility.

Task: The Social Policy Macro Issue assignment extends the school-related problem fact sheet. Students will work individually or in groups of two or three to develop a policy brief related to the topic they researched for the fact sheet. The problem description will include an analysis of school culture. Your audience for the social policy macro issue will be governmental decision-makers. This paper includes an evaluation of practice behaviors related to Competency 5 of the CSWE EPAS. Students will examine social welfare policies at the appropriate levels and provide recommendations for policy changes, as well as content related to anti-racist and anti-oppressive practices. The paper will include a description of the intersectionality related to the chosen problem area and the population, as well as targeted interventions at least two levels. Discussion of how the change will be implemented and the collaboration needed should be included. The application and impact of cultural humility will be discussed.

The policy brief should include at least the following:

  • Title Page: Include a title page in APA 7th edition format.
  • Problem Description: Clearly describe your school-related problem and explain its impact on students and school systems. Support your analysis with credible sources. Explore how intersectionality affects students and/or staff and examine how school culture influences or sustains the problem.
  • Policy Analysis: Examine the current policies related to your school-related problem at local, state, tribal, and/or federal levels. Summarize at least one of these policies and assess the impact on school systems and students. Include an analysis of how these policies address or fall short of meeting the needs of diverse client populations. Make connections to a theory applicable to social policy.
  • Recommendations for Policy Change: Identify how change can be implemented across at least two system levels (micro, mezzo, macro). Describe the types of collaboration needed, such as partnerships with policymakers, schools, or community organizations.
  • Change Strategy and Collaboration: Propose specific, actionable policy changes grounded in your analysis. Ensure your recommendations are rooted in anti-racist and anti-oppressive frameworks. Explain how cultural humility informs your understanding of the issue and shapes your policy recommendations.
  • Reference List: All sources should be cited appropriately in APA style throughout. A reference list using APA formatting should be included.

Success: The Social Policy Macro Issue Rubric assesses students for this assignment. In accordance with the assignment guidelines, students will submit a well-written policy brief. The brief will define a school-related problem, analyze the role of school culture, and critically examine relevant social policies. Students will apply social policy theory to diverse client populations, propose evidence-based policy recommendations grounded in anti-oppressive frameworks, and identify realistic change strategies in collaboration with key collaborators. The document should be organized clearly, use a professional tone, and follow APA formatting guidelines.

Social Policy Theories

In your paper, you will want to connect your analysis of the policy (e.g., law) to a theory that can be applied to a social policy. Consider finding a source about a theory, explaining some of the aspects of the theory, and talking about how they relate to the policy you are discussing. The following are some examples of theories you might explore:

  • Critical Race Theory (CRT)
  • Critical Theory
  • Feminist Theory
  • Systems Theory
  • Social constructionism

Appendix C. Social Policy Macro Issue Rubric

The Social Policy Macro Issue Rubric is used for the assignment of the same name. It evaluates students by requiring a policy brief that defines a school-related problem and analyzes its relationship to school culture. It evaluates students’ adherence to Heritage University’s specialized practice behaviors for competency five. Students must examine relevant social welfare policies at the local, state, tribal, and/or federal levels, apply social policy theory to diverse client populations, and provide evidence-based recommendations for policy change grounded in anti-oppressive frameworks. The final product should be professional and action-oriented, offering realistic implementation strategies across multiple system levels and identifying key collaborators. Students must demonstrate scholarly integration through appropriate evidence, maintain a clear and logical organization, adhere to APA formatting standards, and follow all assignment requirements.

Competency 5: Engage in Policy Practice

  • Examine social welfare policies at local, state, tribal, and federal levels to summarize best practice recommendations.
  • Assess social policy theory in the context of practice with diverse client populations and prepare recommendations for policy change.
Description Initial Emerging Developed Highly Developed
Policy Examination and Best Practice Recommendations There is no discussion of specific policies or recommendations for policy change. A policy is summarized, and recommendations are included, but they do not provide meaningful connections to diverse populations, best practices, and anti-oppressive considerations. A policy is summarized, and recommendations are included, but it only includes connections to diverse populations, best practices, or anti-oppressive considerations, not all three. Provides a clear and accurate review of a relevant social policy demonstrating a strong understanding of its impact on diverse populations; offers specific, evidence-based, and actionable policy recommendations rooted in best practices and anti-oppressive considerations.
Policy Theory Assessment No social policy theory is discussed. Mentions a social policy theory but provides minimal explanation or unclear connection to the issue or diverse client populations. Applies a relevant social policy theory to analyze the issue, showing some understanding of its relevance to diverse client populations, though analysis may lack depth or full integration. Thoughtfully applies relevant social policy theory to analyze the issue, demonstrating deep understanding of how the theory relates to the experiences and needs of diverse client populations.

General Assignment Expectations

Description Initial Emerging Developed Highly Developed
Problem Description and School Culture Analysis The problem is unclear or only minimally described; there is little or no discussion of the school culture’s role. The problem is described but lacks clarity, detail, or connection to school culture; analysis of school culture is superficial. The problem is clearly described with some supporting details; school culture is discussed with a basic analysis of its influence on the problem. The problem is clearly and comprehensively described, supported with evidence; provides a meaningful and insightful analysis of how school culture influences or sustains the issue.
Intersectionality and Population Focus Intersectionality is not addressed or is mentioned without connection to the problem or population. Intersectionality is mentioned, but the connection to the problem or affected population is vague, unclear, or superficial. Intersectionality concepts are applied with some clarity, showing how multiple identities relate to the problem and population, though analysis may be somewhat general. Strongly integrates intersectionality concepts to offer a nuanced analysis of how overlapping identities influence experiences related to the problem and population; analysis demonstrates depth and insight.
Change Strategy and Collaboration No implementation plan is provided, or the plan is unrealistic; key partners are not identified or discussed. A basic plan for change is presented, but it lacks detail, feasibility, or clear identification of key partners. A realistic plan for change is described with some details; key partners are identified, though the explanation of their roles may be general or limited. Presents a clear, realistic, and well-supported plan for implementing policy change across multiple levels; thoughtfully identifies and explains the roles of key partners needed for successful collaboration.
Organization, Clarity, and APA Formatting The brief lacks clear organization; tone is informal or inappropriate for a policy audience; citations and references are missing. Some organization is evident, but ideas may be disjointed; tone is uneven or somewhat unprofessional; several APA citation errors are present. The brief is generally well-organized with a mostly professional tone; minor APA formatting errors are present, but do not detract significantly from clarity. The brief is clearly and logically organized with a consistently professional, action-oriented tone; APA citations and references are accurate and properly formatted throughout.
Following assignment requirements Does not follow the assignment description. Somewhat follows the assignment description, but significant errors exist. Follows the assignment description and requirements but has minor errors. Closely follows the assignment description and requirements.

School-Related Problem Fact Sheets & Social Policy Macro Issue

Likely connected to this is the work you have done in your factsheet.

[Small Group Activity] Continued Student Sharing

  • Policy Landscape: What existing policy(ies) could you analyze?
  • Equity & Access: Ideas related to unintentional harm or gaps in protection?
  • Theory in Practice: Which social policy theory might you apply?

[Whole Group Activity] Debrief Discussion

Needs Assessment Introduction

The topic I want to talk about today is needs assessments.

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. (Jarolmen & Bautista, 2023 p. 259)

Simplified Steps of the Comprehensive Needs Assessment Process

The following comes from a 2023 report from OSPI

  1. Planning
    • Define the purpose of the assessment
    • Set goals and guiding questions
    • Identify and involve key stakeholders
    • Establish timelines and responsibilities
  2. Collecting and Organizing Data
    • Identify and gather relevant data sources
    • Include both quantitative and qualitative data
    • Organize data in a clear, digestible format
  3. Interpreting Information
    • Analyze data to identify themes, strengths, and needs
    • Summarize findings without casting blame
    • Address disagreements among stakeholders
  4. Determining Priorities
    • Prioritize the most impactful needs
    • Develop SMART or SMARTIE goals
    • Decide what can be addressed short-term vs. long-term
  5. Connecting to Implementation
    • Identify root causes of prioritized needs
    • Select strategies or interventions based on findings
    • Develop an action plan and monitor progress
    • Communicate results and adjust as needed

[Whole Group Activity] Consider School Social Workers Roles

  • How can practicum students contribute to changes and work in school policy?
  • What role do you think that school social worker can take in assessing school needs?
  • Which areas or topics would you imagine that we are most focused?

(Washington Office of Superintendent of Public Instruction, 2023)

SPRC 2021 and Interpreting Information

Working in small groups, you will review the resource:

SAMHSA/CMHS Grant No. 1H79SM033028-01 SPRC 2021 Tribal Suicide Prevention Needs Assessment: Aggregate Technical Report

[Small Group Activity] Discuss Interpretation of Report Data

Sample Data Types for Needs Assessment

The following are some of the data that would be collected.

  • Demographics
    • Student breakdown by ethnicity, gender, language, disability, program status
    • Staff demographics and comparison to student population
  • Student Achievement
    • State/local assessment results (disaggregated)
    • Growth trends over time
    • WSIF performance indicators
    • Progress by subgroups (e.g., English learners, students with disabilities)
  • School Climate and Culture
    • Student and staff surveys on safety, belonging, relationships
    • Discipline and attendance data
    • Perceptions of respect and expectations
    • Vision, mission, and values alignment
  • Staff Quality, Recruitment, and Retention
    • Certification and qualifications
    • Recruitment and turnover rates
    • Staff attendance and PD participation
    • Distribution of experienced teachers
  • Curriculum, Instruction, and Assessment
    • Use of culturally responsive practices
    • Alignment with state standards
    • Assessment data use for instructional decisions
    • Equity evaluation tools applied to curriculum
  • Parent, Family, and Community Engagement
    • Participation in school events
    • Communication effectiveness
    • Partnerships with community organizations
    • Access to services for students/families
  • School Context and Organization
    • Class schedules and structure
    • Learning time allocation by subject
    • Interdisciplinary integration
  • Technology
    • Student and parent access to devices and internet
    • Staff technology integration and training
    • Usability and accessibility of tools
  • Other Sources
    • Focus groups, interviews, suggestion boxes
    • Budgets, program evaluations
    • Observations and walkthroughs

Reference

Washington Office of Superintendent of Public Instruction. (2023). Comprehensive needs assessment toolkit. https://ospi.k12.wa.us/sites/default/files/2024-01/ospi_needsassessmenttoolkit_2023.pdf

How Would A Needs Assessment Look at Your Practicum

[Small Group Activity] School-Based Needs Assessment Planning

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.

  • What areas would you think could be helpful to assess, and why
  • Who should be involved, and how would you get buy-in
  • What data would you collect, and how would you get it