1. Social Work and Distance Education April 2016 Indianapolis

2. FIELD REMEDIATION IN A DISTANCE LEARNING ENVIRONMENT Ruth E. Cislowski Amber Ford Terri Lee Renee Michelsen

3. Who We Are… Ruth E. Cislowski - MSW, MAJCS Clinical Associate Professor Southern California Regional Director Amber Ford, LICSW, OSW-C Clinical Associate Professor, Field Faculty Regional Director, Northwest Oregon Terri Lee LCSW, CEAP Clinical Associate Professor Regional Director, Northeast/Midwest Illinois Renee Michelsen, LCSW Clinical Associate Professor, Field Faculty Former National Field Director New Jersey

4. Measuring and evaluating student performance in field Field education has been identified by the Council on Social Work Education (CSWE) as the signature pedagogy of social work. Evaluation is guided by the CSWE 9 core competencies and the Educational Policy and Accreditation Standards (EPAS)

5. Today we will Share tools include samples of formal documentation Demonstrate our a step-by-step guide to the implementation of a formal student improvement plan Discuss when such an intervention is warranted Review virtually monitoring the progress of the student Delineate the steps we take if the student is unsuccessful in meeting clearly defined expectations

6. Introducing the SPIP… SPIP – Student performance improvement plan A SPIP is the tool used to formally communicate with a student that areas for improvement are needed for the student to successfully receive credit for their field course. It serves as an academic warning

7. Why we developed the SPIP To promote compliance and consistency with successfully meeting the learning objectives/ the 9 CSWE core competencies. We needed a way to formally address when this was not happening.

8. The competency most often not met: Competency 1 Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in interprofessional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice.

9. Where the students veer off course critical thinking distinction between personal and professional values professional judgment and behavior affective reactions / emotional regulation ethical use of technology operating within the function of the agency’s mission

10. When is a SPIP put into place? When a student is terminated from a field agency When a student’s behavior/action require formal attention for student to remain in a placement

11. Initial steps for a SPIP Field liaison… 1.identifies concern(s) with input from student and field instructor 2.informs regional field team 3.creates a SPIP document 4.informs the student a SPIP is being put into place and why and that a review meeting will take place 5.documents issues in student electronic record

12. Who comes to the meeting: Student Regional field director Field liaison Student support advisor Field instructor (rarely)

13. At the meeting Review of SPIP document Gives the student the opportunity to formally explain the circumstances of the behavior Discuss what is next: – Credit or no credit for the course – Subtraction of hours completed – Re-placement and when

14. Delineation of responsibilities for carrying out the SPIP Who will do what? – Student – Field instructor – Agency – School – field liaison and field faculty Create checkpoints with specific dates and modes (email, phone, etc.) to monitor progress

15. Accountability and Alert This plan is effective _______ and is subject to revision. The Field Liaison will review the contract with student biweekly or as needed to ensure learning objectives are successfully met. Insufficient progress or inability to comply with the terms identified in the contract may result in further action which could include but is not limited to: no credit, academic review meeting, dismissal from program, etc.

16. Follow- up & Monitoring Support for field liaison Student support advisor Support for student - Perspectives

17. Outcome If the student has met the SPIP requirements If the student is not meeting SPIP requirements

18. Moving forward What to share/not share with future field placements concerning previous performance issues

19. Special Issues What to consider if the student has a disability accommodation