Spring 2025 SOWK 587 Week 03 - Schools as Organizations - Understanding the Landscape

A presentation at Heritage University in February 2025 by Jacob Campbell and is tagged with Heritage University, MSW Program, SOWK 587

A school building with a flag is surrounded by various educational and organizational icons. Text reads: 'Schools as Organizations: Understanding the Landscape' by Jacob Campbell at Heritage University, Spring 2025 SOWK 587.

The slide titled 'SOWK 587 Week 03' lists the agenda and learning objectives. Agenda includes understanding school climate, exploring climate in schools, MTSS, interventions, diversity, and inclusion. Objectives cover explaining RTI, PBIS, MTSS, assessing school climate, identifying interventions, and developing insight into diversity and inclusion. Spring 2025 SOWK 587 is noted.

Slide compares 'School Climate vs School Culture' with a table showing differences: Climate is short-term and about actions, while Culture is long-term and about reasons. Includes a quote on the right.

A presentation slide with two sections. The left section is red, containing the text: 'School climate refers to the quality and character of school life and is based on patterns from constituents.' The right section lists points about school climate, including norms, engagement, collaboration, educator roles, and contributions. The bottom includes 'Competency B' and course details: 'Spring 2025 SOWK 587.'

Slide displaying 'The 14 Dimensions of School Climate' on the right with a QR code. Left lists categories: Safety, Teaching and Learning, Interpersonal Relationships, Institutional Environment, Leadership and Efficacy. Key points include:- **Safety:** Rules, norms, physical and emotional security, online safety.- **Teaching and Learning:** Academic support, social-emotional learning.- **Interpersonal Relationships:** Diversity respect, teacher-student and peer relationships.- **Institutional Environment:** School connectedness, surroundings, social inclusion.- **Leadership and Efficacy:** Administration, collective efficacy.At the bottom, 'Competency B, Spring 2025 SOWK 587' is noted.

A pyramid diagram illustrates a tiered support system, labeled Tier 1 (green), Tier 2 (yellow), Tier 3 (red), alongside text: 'RTI,' 'MTSS,' 'PBIS,' addressing academic and social/behavioral support. Additional Text:- 'Response to Intervention'- 'Multi-Tiered Systems of Support'- 'Positive Behavior Intervention and Supports'- References cited: '(Raetz & Winter, 2018; Zhang et al., 2023)'- 'Competency B, Spring 2025 SOWK 587'- 'Jacob Campbell, Ph.D. LICSW at Heritage University'

Diagram of a pyramid illustrating 'Multi-Tiered Systems of Support.' Three tiers detail educational interventions:- Tier 1 (bottom, green): 'Universal or Core Programming,' 80-90%.- Tier 2 (middle, yellow): 'Selected, Supplemental Intervention, or Group,' 5-10%.- Tier 3 (top, red): 'Indicated, Intensive Intervention, or Individualized,' 1-5%.Includes text: 'Competency B, Spring 2025 SOWK 587, Jacob Campbell, Ph.D. LICSWA at Heritage University.'

Two office chairs positioned at opposite ends of a table, with text above asking about team dynamics. The header reads 'PBIS/MTSS Teams.' Additional text includes 'Spring 2025 SOWK 587' and 'Jacob Campbell, Ph.D. LICSW at Heritage University.'

Slide displays a QR code linking to 'https://luralmh.com/intervention-hub/'. It introduces the 'Early Identification System' with three groups to explore intervention problems, strengths, and weaknesses. Encourages sharing findings. Includes 'Spring 2025 SOWK 587' and 'Jacob Campbell, Ph.D.'

Diagram with two sections shows service distribution and recipients. Left: three circles (green, yellow, red) labeled Tier 1, Tier 2, Tier 3 on a graph (Resources vs. Student Needs). Right: circles overlap representing service recipients, labeled 'Only Tier 1,' 'Tier 1 & 2,' 'Tier 1, 2, & 3.' Title: 'Distribution of Services/Who Receives Services.' Footer: 'Spring 2025 SOWK 587, Jacob Campbell, Ph.D. LCSW at Heritage University.'

Diagram displays four quadrants: Integrated, Excluded, Included, Segregated. Each quadrant shows colored shapes (circles, squares, triangles) symbolizing different levels of access and belonging. Axes label conditional/unconditional belonging and low/high access.Text includes: - 'Spring 2025 SOWK 587'- 'Cobb & Krownapple, 2019'- 'Jacob Campbell, Ph.D. LICSW at Heritage University'

Slide titled 'Diversity and Inclusion: How Do We Include Everybody' discusses importance, challenges, edges of inclusion, and actions to promote it. Contains abstract shapes enclosed in a distorted square, and course info: 'Competency B, Spring 2025 SOWK 587, Jacob Campbell, Ph.D. LICSW at Heritage University.'

Dr. Jacob Campbell

12 slides

Description

Week three for SOWK 587 is focused on exploring school climate and culture and understanding schools as organizations. Students will read about the professional standards and services social workers provide in schools and our essential practices. In the forums, they will consider practices for supporting student needs. This week is a synchronous week with in-person class on 02/08/25. The agenda for the in-person class session is as follows:

Understanding school climate and school culture
Exploring what the climate is in your schools
Multi-Tiered Systems of Support
Exploring interventions within MTSS
Diversity and inclusion within services

The Learning Objectives include:

Explain the difference between RTI, PBIS, MTSS
Be able to assess school climate
Identify potential interventions and what tier they are
Develop insight into diversity and inclusion