Organizational Analysis Paper

Organizational Analysis Paper Access ID: ew0283 SW 4020: Social Work Macro Theory and Practice Susan A. Titus, MSW

Organizational Analysis Paper

Introduction Throughout an organization, there are many different facets which in part are dedicated to obtaining a specific goal, all while maintaining the organizations mission or objective throughout the community. The organization being analyzed is East China School District and specifically its Special Education Department within Gearing Elementary School in St. Clair, Michigan. Although working to obtain the same goal, The Special Education Department is faced with several barriers, all causing restrictions within its environment for those within the system. The analysis of the Special Education Department within Gearing Elementary School and East China School District is intended to gain a better understanding of the organization and specifically a department which is dedicated to working with a diverse and oppressed group of students. Organization East China School District is a non-profit organization of elementary, middle, high and alternative schools throughout St. Clair County, Michigan. Within the city of St. Clair, there are two elementary schools, one middle school and one high school. Within Marine City, there are two elementary schools, one middle school, one high school and an alternative school. Within the East China School District, the staff is comprised of over 406 individuals dedicated to each students success. The client population is comprised of a diverse 4,445 students which range from 3 to 26 years of age. Gearing Elementary School in St. Clair Michigan is the school which shall be analyzed and specifically the Special Education Department within the school. Gearing Elementary Schools beliefs are as follows,

Organizational Analysis Paper

School exists for the education of all children. School plays a major role in the future life success of all students. Staff should conduct themselves as professionals. It is our responsibility to model and promote positive behavior within a supportive and safe environment. Children are at the heart of everything we do. Our practice should reflect their best interest. Staff must collaborate to implement effective instructional strategies that ensure student learning. Staff must monitor individual student progress toward intended outcomes with a commitment to provide support and intervention to ensure all students learn. Character is important. We help shape a childs character. Our school must partner with members of our community to provide an optimal educational experience for our students. (ecsd.us, 2014) These beliefs are reflective of Gearing Elementary School and also the East China School District. The mission and beliefs are that which guide those within the organization and implemented with the intention of allowing students to be successful within a school setting. The department in which social work services are often utilized is the Special Education Department. The Special Education Department of East China School District is ran by Rachel Fricken, Special Education Department Supervisor. Gearing Elementary Schools Special Education Department is comprised of Kim Shepard (Teacher Consultant), Linda Bruckner (School Social Worker), Lynn Harrington (Special Education Teacher) and Linda Crandall (School Principle). Collaborately this team of professionals carry on Gearing Elementary Schools Beliefs along with the mission and beliefs of East China School Districts Special Education Department under the direct supervision of the Special Education Supervisor.

Organizational Analysis Paper

The mission of the East China School Districts Special Education Department is as follows: The East China School District Special Education Department, in partnership with students, families, East China School District Staff and the community, ensures all students an opportunity to receive an appropriate education, building on individual strengths and talents, which will enable each student to become a socially responsible, contributing member in the community. (ecsd.us, 2014) The East China School Districts Special Education Program beliefs are similar to those of Gearing Elementary School, but specific to the population in which are eligible to receive social work services through the special education department. The beliefs which guide professional practice and identifies a culture within the system are as follows: Early intervention through general education promotes success. Instruction should address each child's unique abilities, learning styles and background. Communication and language skills are essential for comprehending the general curriculum and verbally expressing self effectively and meaningfully. Instruction should be direct, sequential, cumulative, developmentally appropriate, and research based. Students have a more successful educational experience when taught to advocate for themselves in an environment that is the least restrictive. Students need transition from their roles as students to young adults to promote successful adult life beyond high school. Collaboration and cooperation among East China School District staff members, families

Organizational Analysis Paper

and the community are essential to a student's success. Ongoing assessment identifies individual needs and directs instruction of students who may be eligible for or receive special education services. Students and families benefit from the evaluation and socioemotional treatment skills provided by school social workers. Multi-disciplinary professionals including teachers, teacher consultants, speech and language therapists, occupational therapists, physical therapists, school social workers, school psychologists, administrators and paraprofessionals are invaluable components to the educational success of students who receive special education services. (ecsd.us, 2014) Organizational Theory When analyzing the East China School District and their Special Education Department, many different organizational theories work collaborately and effortlessly to achieve the mission and goals of the organization. Theories which the organization has been built upon and function include Bureaucracy, Scientific and Universalistic Management, Human Relations and Open Systems. These theories are not inclusive to public school systems or setting but are very prevalent among them. A Bureaucratic Organizational Theory is best described by its components, First, it entails structuring an organization into a hierarchy. Secondly, the organization and its members are governed by clearly defined rational-legal decision-making rules (Weber, 2014). When looking into the components of the bureaucratic organizational theory, it is easy to see the resemblance within the school setting (See attached diagram for a detailed look at East China

Organizational Analysis Paper

School Districts Bureaucratic Structure). This diagram shows the school district and its hierarchy of power. Although power trickles down from the top, the second component of a beaurocratic organization theory hovers above the entire system, which is law and policy. School districts are governed by state and federal laws which they work with and around when developing an effective system for education and academic success among its students. Human Relations Theory is exhibited with the school system and organization, despite its beaurocratic structure. The human relations theory promotes success of individuals within an organization through the interpersonal relationships and social or emotional needs of staff and clients. As research has shown, the productivity and success of individuals can be highly impacted when their social and emotional needs are fulfilled. Although this theory strays from the norms or structure of the beaurocratic theory, its informal implementation is often inevitable within different organizations. This can be evidenced by the different relationships professionals have within the beaurocratic structure and the norms created related to power and privilege. Another theory which may explain the organizational structure of the East China School District and particularly the Special Education Department of the school system is the Scientific and Universalistic Management Theory. This theory guides many individuals personal practice and is frequently expressed or identified as Evidence-Based Practice. The Scientific and Universalistic Theory can be easy described as the assessment and implementation of practice by specialized professionals within the organization. This is highly effective within a school setting and specifically with the Department of Special Education for East China School District. The

Organizational Analysis Paper

Scientific and Universalistic Theory is evidenced by achievement within the school district and success of its clients or students academically. The last theory which will be related to the organization of the East China School District is the Open Systems Theory. This theory again is inevitable for school districts for its existence is dependent upon communication and collaboration with other organizations and systems within the environment. With the Open Systems Theory, the school district is dependent on other organizations for support in regards to achieving success within the school system and in return, delivering or returning high achieving socially successful individuals in which will contribute to society and the community. This may be seen as an investment within the school system, one invests goods or services in hopes to making society a better place as would an investor depositing money in hopes of gaining interest and making more money than their initial contribution. External Environment The external environment of the East China School District can be best described as a rural community. In this particular community, there is a very diverse population and can be easily identified among the schools and citys which they serve. Within St. Clair and Marine City, there are fewer suburban areas and more open land which it occupied by plant and wild life, or used for agriculture. Both cities located about an hour north of Detroit, Michigan have small populations and their economic instability is apparent by their small town structures and businesses which occupy them. Although rural in nature, there is a comparative distinction

Organizational Analysis Paper

between both cities and income difference which is easily identified through various programs each school offers. Because of the location and status of the community, a bond is formed among different organizations which have been beneficial to the success of the school district and its students. Outsourcing or referring clients to other organizations is frequent and abnormal relationships between schools and community organizations have been formed. Within Gearing Elementary School, a locally ran program in collaboration with the school and local Lutheran church has allowed many students additional resources, such as food and clothing that would not be available to them otherwise. This program has sent children home with food every weekend who have been identified as coming from a family in poverty. Like this program and many others, the community has come together in hopes of taking care of those who are not being taken care of. This is one of the benefits of being in a school setting, for legitimization comes effortlessly from the community. Although research has shown the direct correlation between income and education level, legitimization has evolved from and into social, emotional, economic and political norms within the community. Goals and Objectives As stated, the goals and objectives of the East China School District and the Special Education Department are to allow students the ability to achieve academic success within a least restrictive environment. This has been measured through state mandated testing and proven to be effective through MEAP testing results. The goals derived of the school district are determined

Organizational Analysis Paper

by the population which they serve, state which they reside in and federal regulations which each state abides by. Within the Special Education Department and Gearing Elementary School, the goals and objectives are slightly altered depending on the students and their eligibility which is determined by a multidisciplinary evaluation team. This team determines how each student is eligible for special education services and organizes a plan which allows the student to achieve success without barriers. This can be troublesome and add additional stress among special education teachers who handle a caseload with multiple education plans each having different modification and accommodations. Because of this stress, goal displacement frequently occurs with an ever evolving and diverse student population. Although this could be corrected or altered with additional instructors with specialized practice and specific student groups, budget constraints have made it difficult to achieve. For example, Gearing Elementary Schools special education teacher can have a total of ten students per hour from various grade levels. This appears to be ineffective, although the main objective remains clear and apparent with the teachers and staffs concern for their academic success and achievement remaining top priority. The ineffectiveness of goal displacement is evidenced by an overall level of success and testing results appearing similar among all grade levels. An example of this would be the special education teacher going over the same vocabulary words with a fourth grade student as they would with a third grade student because they are in the same class together and are unable to distribute time evenly among the different diverse student population.

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Social work services are distributed among the student population when needed although special education takes priority over the general education population. This is highly impacted by the budget restraints and the tasks related to each students special education eligibility. Although social work services are used to help students achieve success within the special education department, other populations of the student body may need services which are not seen as a priority, yet still remain of importance to the individual and their academic achievement. Strengths and Weaknesss Within Gearing Elementary School and the Special Education Department, strengths and weaknesses have been identified through observation and analysis. Because of Gearings strength based approach and culture, it would be easy to eliminate weaknesss using their own thoughts, ideas, learning styles and professional judgment. Pertaining to the goals and objectives of the organization, an overall strength would be identified as their ability to teach their students the information necessary to achieve success and become productive members of society as evidenced by testing and achievement results among and competitive with other state school districts. Although achieving success among the general education program, the special education program appears to be their weakness. From an external eye, the department may appear effective and strategic using evidence based practice and research informed assessments and interventions. After taking an in depth look, day to day practices, although evidenced based, are not allowing the students to learn based on individual academic levels. This is imperative to their education and could be seen as ineffective, unethical or immoral. Related to the needs of the

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individual students are the needs of the teacher. Because of a heavy caseload and additional supports for students needed, many teachers including the special education teacher are not receiving the time throughout the day to break and plan for the remainder of the day and those to follow. Organization Recommendations Recommendations require a lengthy time of consideration, collaboration and research based assessment and intervention. The process of developing strength based interventions for the success of the students but pertains to the teacher would include or begin with an evaluation and determination of the needs of both staff and students. This would best be uncovered by a student assessment of needs, teacher assessment of needs and staff assessment of needs. By assessing the needs of those within the Special Education Department, we may uncover the full actualization of problems and weakness for which we need to intervene. If the need is for additional staff used to teach grade specific special education students, the recommendation would be to hire additional staff. This may be difficult with budget restraints which appear to be apparent in the East China School District and within the state itself. Because of the probability of this not being achieved, it may be necessary to look into other alternative options such as additional paraprofessionals which the classroom currently lacks or does not utilize. Alternative options will be necessary for the school district will most likely deny the hiring of additional staff. What options are then available? Seeing the community and

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surrounding environment have been a particularly collaborative means of resources, it may be imperative to seek help from the community and other organization within it. Are there tutors available in the community? Have other schools utilized charitable organizations for such needs. These are all questions the organization will have to uncover and utilize to develop the areas in which are seen as weaknesses. Conclusion East China School District and the Special Education Department houses several staff and serves thousands of students with the goal of allowing student to achieve academic success within a least restrictive environment. Although the goals and objectives are clearly defined and apparent within the school district and general education, the needs of the students within the Special Education Department must be assessed and addressed to maintain the districts goals. Social work services are utilized within the department and are imperative to the students success, yet restricted among general education students because of budget restraints. Having analyzed and evaluated the organization has allowed for effective recommendations which shall strengthen the organization, community and environment as a collaborative open system.

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Works Cited
ecsd.us. (2014, February 13). Retrieved from East China School District: http://www.ecsd.us/gre/School%20brochure%202012.2013.pdf ecsd.us. (2014, February). Retrieved from East China School DIstrict: http://www.ecsd.us/ecsd/district/special-education.html National Association of Social Workers. (2014). Retrieved from NASWDC.org: NASWDC.org Netting, F. E., Kettner, P. M., McMurtry, S. L., & Thomas, M. L. (2012). Social Work Macro Practice. New Jersey: Pearson Education . Weber. (2014, February 15). Bureaucratic Management Theory: Definition, Lesson & Quiz. Retrieved from Educational Portal: http://education-portal.com/academy/lesson/bureaucraticmanagement-theory-definition-lesson-quiz.html#lesson