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Dear (Contact First Name)
This week's newsletter is "short and sweet."
ACSSW vice-president, Sally Carlson, and I have the privilege, as the only national school social work association in attendance, of representing the voice of school social work, at the University of MD, Center for School Mental Health national conference. The theme this year is Shape the Future of School Mental Health: Advancing Quality and Sustainability. It is being held this year in San Diego.
It has been an exciting and informative experience as we learn of the newest trends in SEL programs, research related to school mental health, and hear more about ESSA (Every Student Succeeds Act which replaced "No Child Left Behind") and what it might mean for school social work services and practitioners.
As you know, ESSA provides states with more flexibility and discretion in terms of providing services to students. Local control is stressed.
One of the changes that has occurred in regard to school social workers and related service providers is that that term, as well as "pupil service providers", has been formally replaced in the legislation with "specialized instructional support personnel" or SISP. While "school social workers" is mentioned three times in the law, SISP is referenced frequently, and school social workers are included in definitions of that term as well as in "school-based mental health service providers" language. These changes increase our visibility in federal legislation and provide opportunities for school social workers to share valuable insights into state and local initiatives. Some points of interest:
- In this new law, states and school districts must consult SISP in the development of their Title 1 plans. [Sec. 1111(a)(1)(A)] [Sec. 1112(a)(1)(A)].
- Parent engagement funds may be used for professional development of SISP and other school personnel. [Sec. 1116(a)(3)(D)]
- States and school districts must consult SISP in developing their application for Title II funds. [Sec. 2101(d)(3)(A)] [Sec. 2102(b)(3)(A)] There are now 21 uses of Title II(a) funds.
- School districts are required to consult with SISP in developing their Title IV block grant funds. [Sec. 4106(c)(1), (2)]
- Title IV block grant funds may be accessed to provide SISP (and other educational personnel) with professional development, including but not limited to, suicide prevention, crisis management and conflict resolution, violence prevention strategies, bullying prevention, trauma informed practices, and other similar issues. [Sec. 4108(5)(A)(ii); (D)]
- Title I, II and IV funds may be used interchangeably which means it is permissible to use any of these funds for professional development.
- "Highly Qualified Teachers" language has been removed from the law.
By no means are the above bullets the only pieces of ESSA that could potentially impact the services and professional development of school social workers. Nor are they the only instances in which school social workers can showcase their leadership abilities in the years to come.
Discussion is still occurring between Congress and the United States Department of Education regarding congressional intent of the law and USDOE authority. Much of the language in ESSA still needs to be defined, and there is a requirement for various types of consultation throughout the law.
However, ACSSW wanted to provide a quick introduction to the ESSA legislation and encourages you to explore it further. The legislation itself is a 392 page document and can be accessed here if you are inclined to read the entire document.
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