Samantha Pedri

Agency Report
November 9th, 2014
SW 4441

Intro:
The agency I work for is East China School District. I am mostly located at one
elementary school, but I have been going back and forth between multiple schools now. I shadow
my field instructor very little, but get to sit in meetings with her. I have become more
independent with my skills and work without her supervisor, but under the supervision of a
special education teacher, Para-professional, or principal.
Mission/Purpose of the Agency:
Educating todays children for tomorrows world, is the elementary schools mission
statement. Seeing that the agency is based on education, this is a leading example of what is
expected of the students. The East China School District leads the way in providing a good
quality education and opportunities as well as programs. Whether its academics, athletics, or arts,
they have set high expectations that have resulted in great achievements by the students. East
China students consistently score well on their state and national tests which is something that is
aimed for and applauded. The students and staff are recipients of many different awards. They
focus on academics and maintaining good grades, having goals such as the honor roll or AP
classes. They like to commit to music education and sports as well.
As a social worker in the school district, it is important when working with students to
have this in mind, which these are the expectations that are set for them. The school district
wants all students to excel, and they do not let disability, age, or gender interfere with that.
Getting the special education students, students with Autism, Emotional Impairment, Learning
Disability, and Early Childhood Delay on track educationally is the goal. It is also expected to be

understanding of these disabilities and work with the students through any obstacles they may
find.
Overview of the Population:
The population being served varies in between ages 3-18. Since there are many schools
and a developmental program for preschoolers, I am introduced and working with student
populations such as: preschoolers, elementary students, middle school students, and high school
students. The special education students have different certifications including Autism,
Emotional Impairment, Learning Disability, and Early Childhood Delay. I get to also work with
the staff and students Para-professionals.
Diversity in the school district is limited when it comes to culture, class, social ranking,
and ethnicity. With this agency you see diversity when it comes to disability, whether it is a
learning disability, an emotional impairment, Autism, any form of Cognitive learning disability
or developmental delay. The students are either diagnosed or being observed and evaluated to be
certified for a disability.
Disciplines:
Here at the schools that I go back and forth too, they all focus on the same message. They
put education first, but also understand the needs that the special education and disabled students
have. It is important to remind yourself that developing a relationship with a student is important,
but you cannot forget why you are really there. As long as the outcome is educationally related
then the relationship is appropriate. Some students may find that sometimes they are friends
with an adult and lose focus on what is really trying to be achieved. I am to report to these

schools consoling offices or principles if my field instructor is not there and do the work given to
me.
I am to take note on all interactions with each student. It is documented and some of the
notes and documentation that I have are documented into that students School Social Work
Report. It is important that I am accurate on times and behaviors because this information is very
important in determining behavioral plans for the student. My input is valid in these decisions.
Role:
This is a school placement with a licensed social worker as the practicum instructor. The
role I fill includes working at an elementary school, middle school, a high school, and an early
childhood program for disabled preschoolers. The work functions include casework, diagnostic
evaluations, crisis interventions and a mentoring program for fifth graders titled the Gearing
Ambassador Program.
I have numerous tasks including casework with students, classroom observations for
student evaluations, attending IEP meetings, crisis intervention meetings, case staffings, scoring
teacher and parent rating scales for Autism, the Conner's for ADHD, and the BES for emotional
impairment. I am also involved with mentoring and working with the Gearing Ambassador
Program. I have also been involved in the developmental and monitoring of behavior
management plans.
How clients access/enter the system, eligibility, intake policies, and procedures, etc.:

There is a process called The Student Success Team Meeting, where teachers present
concerns to a team of special educators to see if there is a need for any special education testing
for varies disabilities. A referral to special education is made after the team has reviewed the data
on a student and determines that there could be the possibility of a disability. There is various
testing on different disabilities and so the team will decide which disability the student should be
tested for.
How clients progress through the system:
After the student is referred for a special education referral, the testing is then completed
and reported at Multidisciplinary Team meeting to determine the students eligibility for special
education. The Multidisciplinary Team then recommends to the individual educational planning
(IEP) team eligibility. The individual educational planning team will then determine what service is
need for that student with their disability. The individual educational planning needs to be reviewed
on an annual bases and the multidisciplinary team report needs to be conducted every three years.
How clients leave/terminate the system:
The multidisciplinary team evaluation needs to be completed every three years to
determine ongoing eligibility for that disability. The education team and the parent can request an
individual educational planning meeting at any time. If the goals for the student have been
accomplished, the individual educational planning team (MET) could determine termination of
services.
Discuss the agencys commitment to the community and surrounding areas it serves and
examples of how this is achieved:

There are a few things that I really like that the agency does with the community. One
thing specifically is food backpacks. They do this through out the school district. Families that
apply for and qualify for free lunches are eligible for the food backpack. They are selected and
then have to fill out an application for the backpack. These backpacks are filled with food by a
church that goes home with each student that applies for the backpack for the weekend. This
food helps feed that student and their family. Each weekend the student takes the backpacks, and
then brings the bags home each Monday once the weekend is over.
Also, they are strong in representing their schools, their mascots, and their rules. For
example one elementary school focuses on The Three Rules. Be Responsible, Be Respectful,
and Be Safe. The school explains to the students that these are important rules to not only follow
at school, but also at home, in the community, at events, etc. They are reminded to take those
rules home and apply them to their personal lives.