The following courses are required for students enrolled in the Home and School Visitor Certificate program and those students are granted enrollment priority. Courses offer CEUs and Act 48 credit (NOTE: Act 48 credits may be applied only to an existing PDE certification but not to courses taken in the pursuit of the HSV Certificate). See the Home and School Visitor homepage for complete list of academic requirements and other details of Bryn Mawr's HSV program.
English Language Learners: The Role of the School Social Worker
Saturdays, Sept. 13 and Nov.15, 2014 (plus student arranged research)
10 CEUs / 10 Act 48 credits
Reading Requirement: Materials/assignments will be distributed at the first session.
This course introduces candidates in the Home-School Visitor Certificate Program to the current issues, policies and procedures associated with English as a Second Language Programs and the education of English language learners as defined by the Pennsylvania Department of Education. NOTE: Students are expected to arrange an ESL classroom observation and ESL instructor interview as part of the course. The first classroom session introduces students to basic ESL programming considerations and educational models, second language acquisition, the Pennsylvania English Language Proficiency Standards and Adequate Yearly Progress (AYP) assessment of ELLs. The second classroom session is devoted to discussion of student-scheduled ESL classroom observation and instructor interview experiences that take place in the interim between the two classroom sessions, as well as analysis of specific ELL case studies. Participants develop a clearer understanding of the issues that impact ESL programs, as well as how to address the difficult challenges facing ELL students, teachers, families and school communities.
Linnea Iles, is ESL Facilitator in the English as a Second Language Program of the Manheim Central School District.
Marcia L. Martin, PhD, is an adjunct faculty member at Bryn Mawr College Graduate School of Social Work and Social Research.
Psychological Testing for School Social Workers
(Part I) - Saturday, February 7, 2015
5 CEUs - 5 Act 48 credits
Reading Requirement: TBD (Note: email links to assigned chapters will be provided for student access and preparation for class)
Social workers can potentially play a key role in supporting students and their families throughout the process of a psychological evaluation, in making sense of reports, and in ensuring that students’ strengths and needs are understood. In this course, participants are introduced to issues in school-based psychological testing, and learn how to assist families in understanding assessment results, with specific attention to the assessment of cognitive functioning and development in children and adolescents. The latest edition of he Wechsler Intelligence Scale for Children is described and demonstrated, as are other commonly-used cognitive measures. The historical context of psychological testing is also discussed. Upon completion of Part I of this course, participants will have learned: (1) the role of norm-referenced testing within the broader process of comprehensive, ecologically-based assessment (2) to define psychometric concepts as they apply directly to the use of major tests; and (3) to assist parents in understanding psychological test results. No prior experience in conducting psychological assessments or interpreting test data is required for this course. Students will complete in-class discussion exercises based on their integration of the assigned readings with the material presented. This two-part course is required for those in the Home and School Visitor Certificate program.
(Part II) - Saturday, February 21, 2015
Prerequisite: Completion of Part I
5 CEUs / 5 Act 48 credit
Reading Requirement: TBD (NOTE: email links to assigned chapters will be provided for student access and preparation for class)
Drawing on the foundation provided in Part I of this course, Part II addresses issues in intelligence testing, including the major forms of test bias, and introduces participants to guidelines for culturally competent school-based consultation. Also explored are tests of information processing, academic achievement, and social/emotional functioning currently used in schools, as well as links between assessment and intervention in a school context. The impact of federal IDEA legislation on the identification of learning disabilities is discussed. Upon completion of Part II of this course, participants: (1) understand the cultural issues and biases inherent in the use of standardized tests; (2) are familiar with issues in identification of students’ needs within public school systems; (3) continue to learn and practice how to speak with parents and students about the results and reports of psychological test findings. A brief quiz is administered during this session that covers previously assigned readings. Completion of Part I of this course is a prerequisite for enrollment in Part II. Both sessions are required for students in the Home and School Visitor Certificate program.
Joan Manhardt, PhD, is a licensed and certified school psychologist. She conducts evaluations and provides psychological services for a local public school district
Education Law Expanded
Prerequisite: Completion of (BMC graduate course) Education Law for School Social Workers, or approval of transfer credit for that Academic Requirement.
Saturdays, March 21 and March 28, 2015 (attendance at both sessions is required)
10 CEUs / 10 Act 48 credits
This course expands on the Educational Law for School Social Workers graduate course, providing more information on IDEA and ESL. Other legal topics pertinent to social workers will also be discussed. Readings will be assigned for second session. Continuing education and Act 48 credit only.
Paula Fleming, LSW, BCBA, is an HSV-certified social worker with Cocalico School District in Denver, PA.