ILTS School Social Worker (184) key terms

Framework describing a student's development as shaped by nested systems: microsystem (family, classroom), mesosystem (links between settings), exosystem (community, parent workplace), macrosystem (culture, policy), and chronosystem (time).

Social work lens that treats behavior as the product of ongoing interactions between an individual and their social and physical settings, so assessment and intervention target both the student and the environment.

Approach that builds intervention on a student's and family's existing capacities, resources, and aspirations rather than focusing primarily on deficits, diagnoses, or problems.

Set of attitudes, knowledge, and skills enabling a social worker to understand and respond effectively to students and families across cultural backgrounds, and to examine bias in their own practice.

Legally binding plan under IDEA specifying an eligible student's present levels, measurable annual goals, special education and related services, placement, and progress monitoring; school social work services may be listed as a related service.

Accommodation plan under Section 504 of the Rehabilitation Act that ensures a student with a disability affecting a major life activity has equal access to school programs, often through classroom or testing accommodations rather than specialized instruction.

Federal law guaranteeing free appropriate public education in the least restrictive environment to eligible children with disabilities, funding special education and related services and establishing procedural safeguards for families.

IDEA requirement that states identify, locate, and evaluate all children who may need special education, including students who are homeless, wards of the state, or attending private schools.

Federal law protecting the privacy of education records, giving parents and eligible students rights to inspect, amend, and control disclosure, with exceptions for legitimate educational interests and health or safety emergencies.

Ethical and legal duty to limit disclosure of student information to those with a legitimate need, while recognizing limits such as safety threats, court orders, and mandated reporting.

Agreement to services or release of information given voluntarily by a person with capacity after receiving clear information about purpose, risks, benefits, alternatives, and the right to withdraw.

Professional legally required to report reasonable suspicion of child abuse or neglect to designated authorities, with immunity for good-faith reports and without needing to investigate first.

Legal and ethical obligation, in some jurisdictions, to take reasonable steps such as notifying authorities or an intended victim when a client poses a serious threat of harm.

Integrated framework using universal, targeted, and intensive supports matched to student need, with data-based decisions across academics, behavior, and social-emotional learning.

School-wide framework that teaches and reinforces expected behaviors, uses data to adjust supports, and provides increasingly intensive behavioral interventions for students who need them.

Multi-tiered academic support process using universal screening, progress monitoring, and research-based interventions to identify and address learning difficulties before referral for special education evaluation.

Systematic process to identify antecedents, consequences, and functions of a student's challenging behavior, often through observation, interviews, and records, to guide a behavior intervention plan.

Written plan based on an FBA that specifies prevention strategies, replacement skills to teach, reinforcement, and response procedures for reducing challenging behavior and improving student success.

Recognizing trauma's effects and creating safety, trust, choice, and collaboration in services while avoiding re-traumatization and supporting student regulation and resilience.

Short-term, immediate response to a student's acute emotional or safety crisis that stabilizes the situation, ensures safety, connects to supports, and plans follow-up.

Structured inquiry into suicidal thoughts, plans, intent, means, and protective factors, followed by safety planning, parent notification, referral, and documentation according to district protocol.

Potentially traumatic events before age 18 such as abuse, neglect, household dysfunction, or instability; higher counts are associated with elevated risk for health, learning, and behavioral difficulties.

Theory that early caregiver-child interactions form internal working models of relationships that shape later expectations, emotion regulation, and help-seeking, with secure and insecure patterns.

Age-linked skills and behaviors in physical, cognitive, language, social, and emotional domains that provide reference points for judging whether a student's development is typical or needs further assessment.

Neurological maturation involving continued development of prefrontal control systems and heightened sensitivity to reward and peer influence, which helps explain risk-taking and emotional intensity in adolescence.

Process through which students develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, often taught through school-wide instruction and practice.

Structured, goal-oriented counseling approach that helps students recognize and change unhelpful thoughts and behaviors, often using skill practice, homework, and measurable progress monitoring.

Strengths-based counseling approach emphasizing desired outcomes, exceptions to problems, small measurable steps, and student strengths rather than extensive problem analysis.

Collaborative conversation style using open questions, affirmation, reflection, and summarizing to strengthen a student's or family's own motivation and commitment to change.

Planned use of small groups for support, skill-building, or psychoeducation, with attention to group stages, confidentiality, cultural factors, and purposeful activities.

Approach to conflict and discipline that focuses on repairing harm, restoring relationships, and involving affected parties through dialogue, rather than punishment alone.

Intentional partnership with families that respects their strengths and culture, builds trust, and involves them in decisions about their student's learning, behavior, and well-being.

Action to influence decisions, policies, or systems on behalf of students and families, ranging from helping a family request services to working for district or legislative change.

Coordination of services and supports for a student, including referral, communication among providers, monitoring progress, and linking the family to school and community resources.

Collaborative problem-solving process in which a social worker shares expertise with teachers, administrators, or families to improve student outcomes, while respecting the consultee's role and autonomy.

Ongoing teaming among educators, related services staff, families, and community providers to plan and deliver coordinated supports, sharing information appropriately and clarifying roles.

Structured response to chronic absence that identifies barriers, engages families, uses data, and connects students to school and community supports before legal truancy action.

School-wide efforts to reduce peer aggression through climate improvement, clear policies, supervision, social-emotional instruction, and support for both targets and students who bully.