The Center for Professional Development


Home and School Visitor Certificate Courses

Although open to all social workers with an interest in school-based social work, the following courses are required for students enrolled in the Home and School Visitor Certificate program who 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. 19 and Nov.14, 2015
(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. 
Angela Kunkle, MEd, is the Secondary ESL Specialist in the Lampeter-Strasburg School District in Lancaster County, PA. She previously taught ESL Program Specialist Certification courses at the gradute level, as well as Spanish at middle and high school levels.

Psychological Testing for School Social Workers
Wrightslaw: All About Tests and Assessments (Melissa Lee Farrall, PhD, SAIF; Pamela Darr Wright, MA, MSW; Peter W. D. Wright, Esq.) - NOTE: Students are responsible for acquiring this text and completing the assigned readings prior to each session.
Saturdays, Feb. 6, and Saturday, Feb. 13, 2016
10 CEUs - 10 Act 48 credits

Reading Assignment: (for Feb. 6)
Chapter 3. Making Sense of Your Child’s Test Scores and
Chapter 4
Intellectual Evaluations and IQ Testing
      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.

Reading Assignment
: (for Feb.13)
Chapter 10. Evaluations for Learning Disabilities and Attention-Deficit/Hyperactivity Disorders and
Chapter 13.
Adaptive Behavior and Functional Behavior Assessment
      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.
Suzanne Nangle, PhD, MS, MA, is a certified school psychologist. She has worked in both home and school settings, in-patient and residential settings, and in the community-based mental health setting.  Dr. Nangle has training in individual, family and group therapy, as well as in assessment in children, adolescents and adults.  She has worked as a school psychologist in Haverford Township School District, and completed her predoctoral clinical internship at NHS Human Services.  Her clinical interests include autism spectrum disorders, attention deficit hyperactivity disorder, anxiety disorders, and psychoeducational assessment. 

Education Law Expanded
Saturdays, Feb.20 and Feb.27, 2016
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 the second session. This two-part course is a requirement of the Home and School Visitor Certificate program, but is open to any social worker who has interest in the subject.
Paula Fleming, LSW, BCBA, is an HSV-certified social worker with Cocalico School District in Denver, PA.