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Standard 2: Growth and DevelopmentThe program provides candidates with opportunities and experiences to acquire anunderstanding of typical and atypical growth and development, including relevanttheories, research, and other information related to pupils’ strengths and weaknesses thataffect learning in school, community and family environments. The program providescandidates with an understanding of the effects of (a) health and developmental factors,(b) language, (c) cultural variables, (d) diversity, (e) socioeconomic status, and (f) factors ofresiliency on pupil development.RationaleIn order to help pupils attain academic success and personal growth, pupil servicesspecialists must have adequate knowledge of the major factors and domains ofdevelopment. These include physical, emotional, cognitive, social, cultural, economic andenvironmental factors and how they impact the daily lives of pupils. PPS specialists mustalso be aware of how these factors and domains interact to influence overall pupildevelopment.Questions to ConsiderThe following questions are designed to assist accreditation team members during trainingand continuing accreditation reviews. They may also assist institutions in preparing proposalsfor initial accreditation of programs and self-study reports for continuing accreditation. In what ways do candidates demonstrate knowledge of relevant research and theories oftypical and atypical growth and development as they relate to pupil progress? How does the program provide opportunities for candidates to understand school,community, and family environmental factors and their influence on pupil learning? To what extent do candidates know the positive influences on pupil developmentincluding: (a) nutrition and fitness, (b) factors of resiliency, (c) home, family and schoolenvironments, (d) peer and mentor relationships, (e) and community factors? How do candidates demonstrate knowledge of factors that impede or limit pupildevelopment including stereotyping, socioeconomic status, inadequate languagedevelopment, negative school climate, and discrimination? To what degree do candidates demonstrate knowledge of principles and methods to (a)help pupils overcome barriers to learning and (b) learn effective strategies to plan,organize, monitor and take responsibility for their own learning? To what degree do candidates demonstrate knowledge of risk factors and protectiveassets that inhibit or facilitate pupils’ positive development?Pupil Personnel Services: Generic Program Standards4

To what extent do candidates know of models that can be used to inform school staffand parents about developmental trajectories that are associated with pupils becominginvolved in antisocial or aggressive behavior?Pupil Personnel Services: Generic Program Standards5

Standard 3: Socio-Cultural CompetenceThe program provides candidates with opportunities and experiences to display anunderstanding of ways in which ethnic, cultural, socioeconomic, and environmental factorsinfluence pupil learning and achievement. Candidates will learn skills to work effectively withpupils and their families from diverse backgrounds. The program provides candidates with anunderstanding and appreciation for diversity.An understanding of the importance of developing cultural competence is provided tocandidates in order to effectively serve diverse and changing communities. The programprovides candidates with an understanding of the ways in which educational policies,programs and practices can be developed, adapted, and modified to be culturally congruentwith the needs of pupils and their families.RationaleIn order to help pupils from diverse backgrounds attain learning success and high achievementin academic, personal, social and career domains, pupil service specialists must have knowledgeof socio-cultural, economic and other societal influences on the educational process. Candidatesneed to understand the socio-cultural diversity of traditional major groups (for example, AfricanAmerican, Asian-American, European American, Hispanic/Latin-American and Native American)and also need to be knowledgeable about other manifestations of human diversity includingthose related to culture, ethnicity, national origin, immigration status, gender, age, sexualorientation, disability, socioeconomic status and degree of assimilation into mainstreamCalifornia society.Questions to ConsiderThe following questions are designed to assist accreditation team members during trainingand continuing accreditation reviews. They may also assist institutions in preparing proposalsfor initial accreditation of programs and self-study reports for continuing accreditation. How do candidates demonstrate an understanding of the literature related to culturalcompetence as well as the various ways to assess their proficiency in applying culturallyappropriate interventions? To what extent do candidates demonstrate an understanding of how their own personalvalues influence their ability to work effectively with pupils who have different valuesand beliefs? In what ways do candidates show an understanding of the impact of bias, prejudice,processes of intentional and unintentional imposition, entitlement and discrimination, aswell as other culturally-supported behaviors, on pupils’ growth and learning? In what ways do candidates demonstrate knowledge of how social and culturalinfluences in the school environment affect delivery of pupil services?Pupil Personnel Services: Generic Program Standards6

How effectively do candidates demonstrate knowledge and understanding of, andsensitivity to, the effect socio-cultural influences have on communication when workingwith individuals and families from various backgrounds? How effectively do candidates demonstrate knowledge of culturally sensitive strategiesfor involving parents and families in their children’s education? In what ways do candidates demonstrate knowledge of the dynamics and processesinvolved in acculturation and assimilation? In what ways do candidates demonstrate the ability to assess the cultural background,values, and mores of pupils and their families? How effectively do candidates demonstrate understanding of their own professionalleadership role in advocating for educational equity, social justice, and harmony andpeace among diverse groups of pupils, families and school staff? How well do candidates understand the demographic shifts in California and the effectthese changes have on pupil learning? In what ways do candidates demonstrate effective ways to assess and manage diversecommunity contexts in order to create effective learning environments?Pupil Personnel Services: Generic Program Standards7

Standard 4: AssessmentThe program provides candidates with the knowledge of current theories and methods ofusing assessment data to support data-based decision making for the purpose ofunderstanding, evaluating and promoting positive pupil performance, program outcomes,and school climate. Candidates develop an understanding of the influence of multiplefactors on pupil achievement. The program requires candidates to analyze assessmentinformation in a manner that produces valid inferences when evaluating the needs ofindividual pupils and assessing the effectiveness of educational programs.RationaleKnowledge of methods of assessment is essential to ensure that data-based decision makingis the foundation of program planning and evaluation. This knowledge supports data-baseddecisions that promote effective individual educational plans and interventions. Knowledgeof tools for assessing pupil performance, program outcomes and school climate, andunderstanding the importance of such assessments to promote pupil learning andachievement, is basic to a supportive learning community.Questions to ConsiderThe following questions are designed to assist accreditation team members during trainingand continuing accreditation reviews. They may also assist institutions in preparing proposalsfor initial accreditation of programs and self-study reports for continuing accreditation. How well do candidates know and can apply established professional standards for thelegal and ethical use of tests and other methods of assessment? To what degree do candidates demonstrate knowledge of appropriate models ofassessment? How do candidates display knowledge and application of appropriate and technicallyadequate methods of assessment for purposes of ensuring result-based accountability? To what extent do candidates know and can apply technology for data collection andanalysis that contribute to data-based decision making? In what ways do candidates demonstrate knowledge about appropriate methods ofassessment for monitoring pupil progress to support effective instructionalinterventions? How effectively do candidates exhibit the ability to use appropriate methods ofassessment for purposes of planning? How clearly do candidates demonstrate an ability to interpret and communicate resultsof standardized, norm-referenced, and other assessment information to parents, schoolstaff, and the community?Pupil Personnel Services: Generic Program Standards8

How do candidates demonstrate knowledge and application of skills in using differentinstruments and procedures to assess school climate for the purpose of promoting asupportive learning community in the school? In what ways do candidates demonstrate knowledge of the influence of cultural andlinguistic factors on the validity and appropriate interpretation of assessmentinstruments? To what degree do candidates exhibit knowledge of the influence of medical andemotional disorders and the impact of pharmacological interventions on individual andgroup assessments?Pupil Personnel Services: Generic Program Standards9

Standard 5: Comprehensive Prevention and Early Intervention for AchievementThe program provides candidates with opportunities and experiences to display anunderstanding of the factors that contribute to successful learning. In order to help pupilsattain high learning goals, the program provides candidates with the knowledge to identifyproblems in their earliest stages and to implement prevention and early interventionstrategies for addressing these problems. The program requires candidates todemonstrate knowledge of classroom, school, family, and community factors that supportpupil learning and to develop skills to assist pupils who experience learning difficulties.RationaleComplex pressures in today’s society produce barriers that inhibit pupils’ social, intellectual,and emotional development. Pupil personnel service specialists must therefore, know howto build pupil assets and assist them in overcoming these barriers to learning.Questions to ConsiderThe following questions are designed to assist accreditation team members during trainingand continuing accreditation reviews. They may also assist institutions in preparing proposalsfor initial accreditation of programs and self-study reports for continuing accreditation. How effectively do candidates display an understanding of the strategies, methods, andapproaches to prevent the development of problems that impede learning? To what degree do candidates demonstrate knowledge of the characteristics of pupilswhose academic progress is less than satisfactory? How do candidates demonstrate knowledge of institutional and environmentalconditions that place pupils at risk for failure or early school dropout? In what ways do candidates demonstrate knowledge of assessment procedures includingtests, record reviews, observations, and interviews as part of the process of earlyidentification of learning problems? How do candidates demonstrate knowledge of a variety of strategies, programs,interventions, methods and techniques proven to promote academic success? How effectively do candidates demonstrate knowledge of methods and techniques forresolving conflict between and among pupils and groups of pupils and for promotingpositive intercultural, interethnic relationships among pupils, family, and school staff? How well do candidates demonstrate knowledge of methods of promoting positive andsupportive relationships with pupils such as counseling, teacher collaboration, classroomconsultation, advocacy, peer counseling and parent education in working with schoolstaff, parents and other persons having influence on pupils' lives?Pupil Personnel Services: Generic Program Standards10

How do candidates demonstrate knowledge of the effects of grade retention onachievement, learning, and social and emotional development?Pupil Personnel Services: Generic Program Standards11

Standard 6: Professional Ethics and Legal MandatesThe program provides candidates with opportunities and experiences to display anunderstanding of professional codes of ethics and current legal mandates, as well as anawareness of the range of legal issues, such as, statutory, regulatory, and case lawaffecting the delivery of pupil services. The program requires candidates to demonstratethe ability to access information about legal and ethical matters.RationalePupil service professionals must be knowledgeable about pertinent federal and state lawsthat regulate the delivery of pupil services, pertain to pupil and family rights, and affect pupiland family access to community services. Candidates must be knowledgeable aboutprofessional codes of ethics relevant to potential ethical and value conflicts involving servicedelivery to school staffs, pupils and or families.Questions to ConsiderThe following questions are designed to assist accreditation team members during trainingand continuing accreditation reviews. They may also assist institutions in preparing proposalsfor initial accreditation of programs and self-study reports for continuing accreditation. How do candidates demonstrate familiarity with laws and regulations pertaining tochildren and families, such as child abuse and neglect reporting laws, clientconfidentiality, attendance and truancy laws, and federal and state mandates related tospecial education? In what ways do candidates demonstrate knowledge and skills to effectively advocate forchildren, families, and school staff to ensure that the spirit and intent of relevant lawsand legal mandates are maintained? How well do candidates demonstrate ability to keep informed of changes in laws andregulations related to California public education? How effectively do candidates demonstrate ability to recognize and evaluate potentialethical conflicts that arise within the school setting? How do candidates demonstrate knowledge of the appropriate options to be pursuedwhen confronted with ethical dilemmas? In what ways do candidates demonstrate knowledge of the implications and legalapplications of due process?Pupil Personnel Services: Generic Program Standards12

Standard 7: Family-School CollaborationThe program provides candidates with opportunities and experiences to display anunderstanding of the ways in which pupil development, well-being, and learning areenhanced by family-school collaboration. The program requires candidates to work withparents to foster respectful and productive family-school collaboration.RationaleThe family is the child’s first teacher. Family involvement in the education of children iscritical to pupil success. Comprehensive, long-term, and well-planned partnerships amongfamilies, schools and community organizations lead to higher pupil achievement, morepositive self-esteem, and better attitudes toward learning.Questions to ConsiderThe following questions are designed to assist accreditation team members during trainingand continuing accreditation reviews. They may also assist institutions in preparing proposalsfor initial accreditation of programs and self-study reports for continuing accreditation. In what ways do candidates demonstrate awareness of the importance of family-schoolrelationships in fostering positive pupil development? What types of experience do candidates have in helping to implement efforts to buildand maintain family-school relationships? In what way do candidates become aware of the benefits of family involvement atdifferent grade levels? How do candidates demonstrate knowledge and skills in helping schools to overcomebarriers to family involvement? How clearly do candidates demonstrate knowledge about and respect for familystructures and socio-cultural diversity? How do candidates demonstrate knowledge of ways to assist families to become activelyinvolved in pupil development and learning? How do candidates demonstrate ability to help families and school staff to effectivelycommunicate and collaborate when developing educational or behavioral plans to assistpupil development and learning? To what degree do candidates demonstrate an understanding of family-centeredapproaches to collaboration with schools?Pupil Personnel Services: Generic Program Standards13

Standard 8: Self-esteem and Personal and Social ResponsibilityThe program provides candidates with opportunities and experiences to assess their ownself-esteem and to demonstrate an understanding of principles associated with thebuilding of (a) self-esteem, (b) personal and social responsibility, and (c) their relationshipto the life-long learning process.RationaleSeveral national and California studies have indicated that a relationship exists betweenpupil achievement and self-esteem. Self-esteem and self-affirmation as well as a sense ofpersonal and social responsibility are attitudes that contribute to the development ofacademically capable, active, socially responsible citizens in society. The building of selfesteem and personal and social responsibility are shared responsibilities of the pupil, school,family, and community.Questions to ConsiderThe following questions are designed to assist accreditation team members during trainingand continuing accreditation reviews. They may also assist institutions in preparing proposalsfor initial accreditation of programs and self-study reports for continuing accreditation. In what ways do candidates demonstrate knowledge of how the unique qualities of eachindividual are accepted, appreciated, affirmed and used as a bridge to positive personalrelations? To what extent do candidates understand the importance of school organizational andeducational policies and procedures as they relate to effective classroom management,positive adult-pupil relationships, effective approaches to discipline, and thedevelopment of personal and social responsibility and self-esteem? To what extent do candidates know how schools, families and communities act aspartners in guiding pupils’ acquisition of self-esteem, social and personal responsibility? In what ways do candidates demonstrate an understanding of how self-esteem affectseach pupil and the overall school climate? To what degree do candidates understand how personal and social responsibility relateto citizenship in a changing society? To what extent do candidates recognize how their own self-esteem affects pupils, staff,and families? In what ways do candidates demonstrate knowledge of curriculum related to selfesteem, personal and social responsibility? In what ways do candidates display an understanding of the benefits of positive personalself-esteem and its impact on pupil resiliency and learning?Pupil Personnel Services: Generic Program Standards14

How effectively do candidates demonstrate skill in methods of social skills training thatenhance pupils’ ability to use positive decision making skills in social situations? To what extent do candidates demonstrate knowledge of and ability to use multipleprocedures for the assessment of self-esteem?Pupil Personnel Services: Generic Program Standards15

Standard 9: School Safety and Violence PreventionThe program provides candidates with opportunities and experiences to understand waysin which school environments can enhance the safety and well-being of all pupils. Theprogram provides candidates with the knowledge and models of systematic school safetyplanning that include comprehensive school climate and crisis response plans addressingelements of prevention, intervention, and treatment. The program provides candidateswith opportunities and experiences to demonstrate knowledge and skills to assist in thedevelopment and implementation of a comprehensive program to reduce the incidence ofschool site violence. The program provides candidates with knowledge and skills thataddress the needs of witnesses, victims and perpetrators of violence as they relate toimproved behavior and

School Social Work Specialization Standards 79 I. Core Knowledge Base and Foundation 80 Standard 17: Social Work Foundations 80 Standard 18: Professional Ethics 82 II. Professional Skills and Training 83 Standard 19: Wellness and Resiliency Prom