Assessment, Case Planning, and Service Coordination
Core concepts
School social work assessment is ecological and strengths-based. Know how to gather data from multiple sources (student, family, teachers, records, observations), use functional behavioral assessment, screen for risk (suicide, abuse, attendance), and write measurable goals. Understand multidisciplinary teams, IEP/504 processes, MTSS tiers, and the difference between eligibility determination and intervention planning. Case planning should be collaborative, culturally responsive, and time-bound with clear benchmarks.
Traps
Questions often reward the answer that gathers more information before acting, unless there is imminent risk. Avoid plans written for the student rather than with them. Distinguish assessment (ongoing, data-driven) from diagnosis (outside scope). Watch for answers that skip baseline data or set vague goals like "improve behavior." Also know that IDEA requires parental involvement and that a 504 plan addresses accommodations, not specialized instruction.
Worked example
A student's grades drop and attendance falters. Strong answer: collect data (attendance records, teacher input, student interview), identify function/barriers, set a measurable goal (e.g., attend 90% of classes over six weeks), and coordinate with the team. Jumping to a consequence without assessment is the trap.
Rule of thumb
Assess before you plan, plan with the student and family, and make every goal measurable (behavior, condition, criterion).