Education - Superintendent of Public Instruction - School Social Worker

Published: 1979

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(By the authority conferred on the superintendent of public instruction by sections

6, 1701 and 1703 of 1976 PA 451, MCL 380.6, MCL 380.1701 and MCL 380.1703,

and Executive Reorganization Order Nos. 1996-6 and 1996-7, MCL 388.993 and

MCL 388.994).

R 340.1001 -- R 340.1010 Rescinded.

History: 1979 AC.

R 340.1011 Role of school social worker.

Rule 1. A school social worker may function in any of the following roles:

(a) Provide individual and group counseling to students and their families in

need of assistance utilizing an ecological framework addressing variations in

development and learning, as well as reciprocal influences of home, school, and


(b) Provide consultation, collaboration, and advisement services to students,

their family members and school staff regarding students' social, emotional, and

behavioral status impacting learning, development, mental health, and school success.

Encourage developmentally appropriate student self-determination and self-advocacy.

(c) Implement school social work services within a multi-tiered intervention

model for programs and services.

(d) Provide instruction, modeling, and coaching to students, parents, and school

staff in the implementation of effective behavior intervention strategies and

techniques. Provide ongoing guidance and training services to parents and school

staff on topics pertinent to the development, mental health, and learning needs of


(e) Provide liaison, coordination, and case management services with

schools, families, community agencies, and other resources to influence positive

school outcomes for students.

(f) Develop functional behavior assessments and behavior intervention plans to

facilitate successful learning and socialization opportunities. Provide services and

disseminate information to encourage school wide positive behavior supports.

(g) Identify and coordinate accommodations and modifications of school

environment for a student to obtain access to general education curriculum and


(h) Provide support to facilitate successful transitions in areas that affect

students' learning opportunities.

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(i) Provide crisis prevention, planning, and intervention services,

including assessments of the impact of trauma on development, learning, and school


(j) Provide comprehensive written reports of assessments and evaluations of

students that specifically address the reasons for referral. Utilize multiple

methods of collecting data, and provide appropriate measurable goals for

intervention and anticipated outcomes from service.

(k) Provide and interpret assessments and evaluations to determine

eligibility for special education, and identify needs for programs and services.

(l) Utilize home and community settings, as appropriate, to collect

assessment information, collaborate with parents, and provide interventions.

(m) Collaborate with parents, multidisciplinary evaluation team members,

school administrators, and other community agencies to develop an accurate

understanding of a student's disability, the impact of the disability on students'

educational performance, and provide information regarding whether behaviors and

school performance are attributable to manifestations of the disability.

(n) Conduct needs assessments and advocate for policies, programs, and

services to meet educational and mental health needs of all students, and to support safe

school climates conducive to learning.

(o) Identify issues that may interfere with student development, learning, and

school success.

(p) Identify and work to prevent bias, prejudice, discrimination, and

oppression that interfere with individual rights in the educational process.

(q) Ensure that prevention, assessment, evaluation, and intervention

services are sensitive to the diverse needs of the student's multi-cultural differences.

(r) Consult, collaborate, and supervise school social work students and


History: 1979 AC; 2011 AACS.

R 340.1012 Qualifications of school social worker.

Rule 2. (1) For temporary approval, a school social worker shall meet all of the


(a) A master's degree from a graduate school of social work program.

(b) Completion of an approved graduate school social work program.

(c) A minimum of a 500-clock-hour supervised social work practicum

completed through the process of earning a master's degree in social work and

completing a program for school social worker approval.

(2) Temporary approval shall be granted to a school social worker for the initial

year of service.

(3) For full approval, a school social worker shall possess the following minimum


(a) Temporary approval as a school social worker.

(b) Written documentation from the employing school district of satisfactory

completion of 1 year as a temporary approved school social worker working with

direction from a fully approved school social worker.

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(4) A previously approved school social worker who has not been employed by a

public school in Michigan for 5 or more consecutive years shall seek

recommendation from a Michigan institution of higher education to obtain reapproval

from the department of education as a condition of reemployment.

History: 1979 AC; 2011 AACS.

R 340.1013 Approval of training program.

Rule 3. A school social work training program maintained by an institution of

higher education in this state shall be approved by the department of education. An

approved program shall be in compliance with the competency requirements under R


History: 1979 AC; 2011 AACS.

R 340.1014 Competencies of school social worker.

Rule 4. (1) A candidate seeking school social worker approval shall possess all of

the following competencies:

(a) Knowledge of theoretical foundations and history of the school social work

profession and service delivery.

(b) Knowledge of legal and ethical standards necessary for social work practice

in school settings.

(c) Knowledge of federal and state special education laws and other legal aspects

of the role of the school social worker.

(d) Knowledge of organizational components and structural dynamics of public

school agencies at local, state, and national levels, as well as identification of methods

useful to analyze and influence these in order to maximize student success.

(e) Knowledge of other professional educational roles to promote successful


(f) Knowledge of a broad range of experiences, personal characteristics, and

background variables that influence student learning and development, including the

reciprocal and diverse influences of home, school, and community.

(g) Knowledge and skills for identifying factors that enhance strengths, resilience,

and protection from adversity, and that diminish educational and developmental risks.

(h) Knowledge and skills to provide crisis prevention, planning, and

intervention services, and the impact of trauma on development, learning, and

school performance.

(i) Knowledge and skills to promote positive behavior supports for individuals

and schoolwide programs.

(j) Knowledge and skills in development of behavior intervention plans

collaboratively with family members, educational staff, and outside resources,

personnel, and agencies.

(k) Knowledge and skills in mediation, conflict resolution, and collaborative

problem-solving models.

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(l) Knowledge and skills in comprehensive and systematic assessment and


(m) Knowledge and skills in effective written communication of the

assessment and evaluation results that include educationally relevant

recommendations and, where appropriate, measurable goals and anticipated outcomes

from service delivery.

(n) Knowledge of normative expectations for infant, child, adolescent, and young

adult emotional, behavioral, social, cultural, communicative, cognitive, learning,

and physical development.

(o) Knowledge regarding similarities and differences between clinically-

based definitions of psychiatric disorders and educational disabilities.

(p) Knowledge and skills to evaluate effectiveness of programs and services and

modify these based upon individual student need.

(q) Knowledge and skills for locating, selecting, and applying empirically-

supported, evidence-based prevention and intervention methods appropriate for use

with individuals, groups, families, school personnel, and communities to enhance student

learning, development, and school success.

(r) Knowledge and skills to facilitate and coordinate student access to medical,

health, mental health, social services, and other community resources, and to

promote collaboration among school personnel and other community agencies.

(s) Ability to verbally communicate in terms understandable to students, parents,

school staff, and agencies.

(t) Awareness of curriculum, teaching theories, and methodologies.

History: 1979 AC; 2011 AACS.

R 340.1015 Out-of-state applicants.

Rule 5. (1) An applicant for temporary approval as a school social worker who has

been educated in an accredited school of social work in another state shall present

evidence of having fulfilled all of the requirements established for applicants who

have been educated at a Michigan college or university approved by the department of


(2) Temporary approval as a school social worker may be granted to an applicant

from another state who presents evidence of graduation from an institution of higher

education in the area of school social work.

(3) Full approval will be granted in accordance with R 340.1012(3).

History: 1979 AC; 2011 AACS.

R 340.1016 Presently employed school social worker.

Rule 6. A person employed by a school district and fully approved as a school

social worker on the effective date of these rules shall retain full approval status.

History: 1979 AC; 2011 AACS.

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R 340.1017 Use of title ''school social worker.''

Rule 7. Only those persons approved by the department of education as school social

workers, in accordance with these rules, shall use that title.

History: 1979 AC; 2011 AACS.

R 340.1018 Rescission.

Rule 8. The rules of the state board of education entitled "State Aid for School

Social Work Programs," being R 340.1001 to R 340.1010 of the Michigan

Administrative Code and appearing on pages 4218 and 4219 of the 1967 Annual

Supplement to the Code, are rescinded.

History: 1979 AC.

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