Measurement in Social Work Research

Measurement in Social Work Research Karl Heilman Student # 004238502 Research Methods, Data Analysis, and Practice Evaluation II, SW 4810 Mickey Sperlich

Measurement in Social Work Research

Introduction The information within this dialogue is not intended to depict the inability for the East China School District to have their teachers evaluate their students effectively, but to offer an option other than what is currently used for those within Special Education Programs. The used Special Education (Student Progress) Survey was created to measure the progress one makes before, during and after receiving services offered through the Special Education Program is beneficial to all members of the East China School District Special Education Department including parents and students for which it is intended to be. There will be a brief introduction to the school system in which it is implemented by and further description of the survey, who its for and how its translated thereafter. Agency, Services and Population East China School District is home to approximately four thousand five hundred students within nine cities in St. Clair County Michigan. Those four thousand five hundred students helped East China School District meet or exceeded standards on the MEAP testing compared to other school districts within the state of Michigan. Although the school district is comprised of nine schools, they continually strive for excellence and their high school graduates earned the highest percentage of Michigan Merit Awards in St. Clair County. Within East China School District, a dedicated team of educators, teacher consultants, speech and language therapists and social workers work together to make the School Districts Special Education Department one of the top in the state. The East China School District Special Education Department, in partnership with students, families, ECSD Staff and the community, ensures all students an opportunity to receive

Measurement in Social Work Research

an appropriate education, building on individual strengths and talents, which will enable each student to become a socially responsible, contributing member in the community (East China School District, 2013). East China School District Special Education Services Department provides a continuum of programs and services for identified disabled students, age 0-26. Evaluations for determination of eligibility, social work services, educationally relevant occupational and physical therapy, speech and language therapy, pre-school, and classroom programs are some of the services provided. Center-based programs are available within St. Clair County in cooperation with the St. Clair County Regional Educational Service Agency (RESA) (East China School District, 2013). The Special Education Department within East China School District is guided by very particular beliefs which they use to promote an appropriate education for all students. According to East China School Districts the beliefs within the Special Education Program are as follows, 1. Early intervention through general education promotes success. 2. Instruction should address each child's unique abilities, learning styles and Background. 3. Communication and language skills are essential for comprehending the general curriculum and verbally expressing self effectively and meaningfully. 4. Instruction should be direct, sequential, cumulative, developmentally appropriate, and research based. 5. Students have a more successful educational experience when taught to advocate for themselves in an environment that is the least restrictive. 6. Students need transition from their roles as students to young adults to promote successful adult life beyond high school. 7. Collaboration and cooperation among ECSD staff members, families and the community are essential to a student's success.

Measurement in Social Work Research 8. Ongoing assessment identifies individual needs and directs instruction of students who may be eligible for or receive special education services. 9. Students and families benefit from the evaluation and socio-emotional treatment skills provided by school social workers. 10. Multi-disciplinary professionals including teachers, teacher consultants, speech and language therapists, occupational therapists, physical therapists, school social workers, school psychologists, administrators and paraprofessionals are invaluable components to the educational success of students who receive special education services. Measuring Progress The attached survey is important when gaining understanding of the progress one makes throughout his/her education. When students not identified as being learning disabled are among the general population within the school system, teachers are able to identify them and request services to be recommended. Once the identified individuals abilities are questioned, it is often true for a Social Worker to meet with the client/student and do an evaluation to determine the validity of the teachers accusation which often are very correct. The survey developed, is a tool for teachers to measure their students behaviors within the classroom setting and is also helpful when determining which type of services are necessary when helping students and coming up with an Individualized Education Plan. This tool is also very helpful when measuring the students progress within the class after receiving services and an Individualized Education Plan is already implemented. The survey identifies the student, teacher, class and evaluates the behaviors within the class. Because the East China School Districts goal is to provide students with behavior strategies and coping skills that are conducive to academic success, this tool is crucial for teachers to gage their strengths and target their weaknesses.

Measurement in Social Work Research

The outcomes assessed are clearly stated within the survey and are rated on a five point scale where one is poor, two is less than good, three is good, four is greater than good and five is excellent. The key concepts used to develop the survey are those in which we seek to answer and are related to the students ability to complete tasks. We ask if the student is able to complete assignments, use time management, contribute and understand the material and respect those within their environment. These tasks are all necessary for a student to achieve success within the education system and the Special Education Program is designed to assist students in doing so. The limitations and service needs of children vary greatly depending on the types of disabilities involved (Loprest, 2012). With a very diverse population among the four thousand five hundred students with the school system, this survey will help in gaining the understanding necessary to create a plan that works for each particular student and their disability as well as revise one which is not producing the outcomes necessary for growth and development. Conclusion In conclusion, the skills necessary to make proper observations of a student and address the concerns of the teachers, parents and faculty are made easy with the help of a simple survey. By implementing the Special Education (Student Progress) Survey, teachers can easily address their concerns pertaining to a particular student or measure their progress after an Individualized Education Plan was implemented. The East China School District strives for success and this tool will help in achieving that goal for themselves and students.