A school building is centered with various education-related icons floating around. The text reads: 'Schools as Organizations: Understanding the Landscape' by Jacob Campbell, Ph.D. LICSW, Heritage University, Spring 2026 SOWK 587 Week 03.
The slide displays a 'SOWK 587 Week 03' heading. The agenda includes understanding school climate, exploring interventions, and diversity. Learning objectives cover explaining RTI, PBIS, MTSS, assessing school climate, and developing insight into diversity. Spring 2026 SOWK 587 is noted.
**Object:** Table contrasting 'Climate' and 'Culture.' **Action:** Defines characteristics like 'Short-Term' (Climate) vs. 'Long-Term' (Culture). **Context:** Quote highlights climate as a cultural reflection; includes course details at bottom.---**Text:**- Title: 'School Climate vs School Culture; Perceptions vs. Values/Beliefs'- Table: - Climate: 'Short-Term, What you do, Indicates type culture' - Culture: 'Long-Term, Why you do it, Changed through climate'- Quote: 'A school’s climate is both a window into its culture and a learned response that the culture teaches new members' (Gruenert & Whitaker, 2023, para 2)- Footer: 'Competency B, Spring 2026 SOWK 587, Jacob Campbell, Ph.D. LICSW at Heritage University'
The slide features text defining 'school climate' and its components, emphasizing norms, engagement, collaboration, modeling attitudes, and individual contributions. It includes visuals and footer references to a course and author.Key text:- 'School climate refers to the quality and character of school life and is based on patterns from constituents.'- 'Norms, values, and expectations that support people feeling socially, emotionally, and physically safe.'- 'People are engaged and respected.'- 'Students, families, and educators work together to develop, live, and contribute to a shared school vision.'- 'Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning.'- 'Each person contributes to the operations of the school and the care of the physical environment.'Footer:- 'Competency B'- 'Spring 2026 SOWK 587'- 'Jacob Campbell, Ph.D. LICSW at Heritage University'
A presentation slide lists 14 school climate dimensions under categories: Safety, Teaching and Learning, Interpersonal Relationships, Institutional Environment, and Leadership and Efficacy. A QR code links to a detailed document.
Text slide listing school culture assessments, including NSCC, SCS, and NCES. Mentions 'Temperature Checks example at PHS.' Includes logos and course details: 'Spring 2026 SOWK 587' by Jacob Campbell, Ph.D., LICSW.
A pyramid diagram displays three tiers labeled Tier 1 (green), Tier 2 (yellow), and Tier 3 (red). To the left, text describes 'RTI,' 'MTSS,' and 'PBIS' under 'Academic' and 'Social/Behavioral.' Additional text includes references, course details, and a 'Competency B' badge.
A pyramid diagram displaying a 'Multi-Tiered Systems of Support' with three tiers: Tier 1 (green) 80-90% for core programming, Tier 2 (yellow) 5-10% for supplemental intervention, and Tier 3 (red) 1-5% for intensive intervention. Includes labels: 'Competency B,' 'Spring 2026 SOWK 587,' 'Jacob Campbell, Ph.D., LICSW at Heritage University.' Sources are attributed to 'American Institutes for Research' and 'Sailor et al., 2008.'
Two chairs face each other across a table, symbolizing a meeting. Text above asks about team participation: 'Are you on a team? How is it being on the team? What do they do?' Bold text below reads 'PBIS/MTSS Teams.' Additional details: Spring 2026 SOWK 587, Jacob Campbell, Ph.D. LICSW at Heritage University.
QR code is displayed beside the title 'Early Identification System: Intervention Hub.' The slide discusses intervention groups and poses questions about their effects and applicability. The footer mentions Spring 2026 SOWK 587 and Jacob Campbell, Ph.D., LICSW at Heritage University.
Chart shows three colored circles (green, yellow, red) on left representing 'Distribution of Services' across Tiers 1-3. Right side features overlapping circles showing 'Who Receives Services'. Labels include 'Resources,' 'Student Needs,' 'Spring 2026 SOWK 587,' and 'Jacob Campbell, Ph.D., LICSW at Heritage University.'
Three colored circles (green, yellow, red) labeled Tier I, II, III overlap with a black oval labeled 'Problem/Development Area'; text focuses on addressing problems and interventions. Text includes: 'Competency B, Spring 2026 SOWK 587,' 'Addressing Problems & Promoting Prosocial Activities,' and a question about school-wide problems and interventions. Presenter: Jacob Campbell, Ph.D. LICSW at Heritage University.
The image shows a quadrant diagram with labeled axes: 'Access' (low to high) and 'Belonging' (conditional to unconditional). Four labeled sections include:1. **Integrated**: High access, conditional belonging; contains mixed colored shapes.2. **Included**: High access, unconditional belonging; highlighted with a dotted line.3. **Excluded**: Low access, conditional belonging; features scattered shapes.4. **Segregated**: Low access, unconditional belonging; includes isolated elements.Additional text:- 'Spring 2026 SOWK 587'- 'Cobb & Krownapple, 2019'- 'Jacob Campbell, Ph.D., LICSW at Heritage University'
Title: 'Diversity and Inclusion: How Do We Include Everybody.'Left Text: - What is the importance of inclusion- What are some of the challenges- How might some people be on the edges of inclusion- What do we need to do to promote inclusionRight graphic: Various colored geometric shapes (circles, squares, triangles) within a bordered area.Bottom: 'Competency B, Spring 2026 SOWK 587, Jacob Campbell, Ph.D. LICSW at Heritage University' with icons of mountains.