The State of Pupil Services in California A

The State of Pupil Services in California A panel presentation representing school social work, school psychology, school nursing and school counseling Association of California School Administrators (ACSA) State Conference Monterey, California January 16, 2009

Full Time Equivalents (FTE) of Pupil Services Staff in California Public Schools Student Enrollment of 6, 275, 469 Source: California Basic Educational Data System (CBEDS), 2007 -08 Number of FTE’s Ratio 686: 1 Counselors Psychologists 9, 154 4, 726 1, 328: 1 Nurses 2, 829 2, 218: 1 401 15, 650: 1 Social Workers

Recommended ratios of Pupil Services Staff in California: AB 722 Task Force Report (10/2003) CA State Administrators National Organizations Counselors Psychologists 515: 1 1, 273: 1 250: 1 Nurses 1, 292: 1 750: 1 Social Workers 4, 081: 1 800: 1 1, 000: 1

ONE TEACHER SAID, “I cannot teach the head when the heart is broken or the mind is troubled”

Barriers to Student Success • 16% of California’s children have been diagnosed with asthma • 21% of California’s children, ages 12 -17 are at risk for depression • Research suggest that nearly 500, 000 children in California have unmet mental health needs • More than 100, 000 children are abused each year and about 75, 000 are in foster care. Another 100, 000 are involved in the juvenile justice system and the majority of these have been exposed to violence • 65% of California’s high school students graduate on time with a regular diploma California ranks 38 th in the nation • 6. 3 million children attend public schools in California. About 48% are Latino, 29% are white, 11% are Asian-American and 8% are African-American • 1. 6 million students are English learners • 22% of California teachers leave the profession within first 4 years • The estimated 4 year dropout rate for all California 9 -12 students is 22%. The rate for Hispanic students is 27%, African-American 36%

Learning Support Services are an Important Component for Student Success o o For each student to achieve at school, they should have a safe school environment, a positive self concept, a supportive and engaged adult and access to health and mental health services. A comprehensive pupil support team should have a member from each of the learning support professions that can focus on early intervention and prevention services

California Pupil Services Coalition Vision Statement o o o Improve the availability of student support services to all students in California schools Increase the student support staffing ratios Create a collaborative learning support service in every school district in California Improve the quality of family and community involvement in public schools Improve the academic and social success of all students in California Public Schools

Benefits of Student Support Team o o o o o Early identification and intervention of emotional, learning and academic problems Improved student performance Reduction in professional isolation/burnout Blended funding reduces cost redundancy Collaborative team planning and intervention Access to resources of other systems Services located in least restrictive environment Cross fertilization of ideas and information Create system translators for each school system Provide services to specialized populations

Pupil Support Services

TEACHERS CAN’T DO IT ALONE! “No teacher having a problem with a student should feel responsible for solving it alone. ”

Pupil Support Professions o o o * Counselors Nurses Psychologists Social Workers Child Welfare and Attendance Credential Holders * Supervisors of Pupil Services Only school social workers, School Counselors, and School Psychologist may hold CWA Credentials

SCHOOL COUNSELORS COMPREHENSIVE STUDENT SUPPORT Career, Academic, Personal and Social Presented by Marilyn Harryman Counselor Coordinator, OUSD, Ret. California Association for School Counselors Representative to Pupil Services Coalition

State Preparation Standards for each of three PPS Credential Specializations Core Knowledge 24 Shared Standards Most have Master’s Degrees Counselors Psychologists Social Workers 48 Semester Units 16 Standards, Course work 60 Semester Units 11 standards 45 Semester Units 9 standards 600 hours Supervised Field Experience plus 100 hours Practicum 1200 hours Supervised 1000 hours Supervised Field Experience plus 450 hours Practicum

SCHOOL COUNSELORS ARE QUALIFIED TO: o o Provide academic, career, and personal/social counseling to students. Ensure equity and access to the most appropriate, challenging and mandated curricula for all students.

SCHOOL COUNSELORS ARE QUALIFIED TO: o o Ensure equity and access to the most appropriate, challenging and mandated curricula for all students. Develop academic, career and personal/social competencies through results-based comprehensive counseling and guidance programs.

SCHOOL COUNSELORS ARE QUALIFIED TO: o o o Provide prevention and intervention strategies to improve student behavior in social skills and conflict resolution. Provide consultation, training, and staff development to teachers and parents regarding students’ needs. Increase access to post-secondary options for all students.

SCHOOL COUNSELORS ARE QUALIFIED TO: o o Connect students with alternative and college outreach programs and articulate with colleges and universities. Provide consultation, training, and staff development to teachers and parents regarding students’ needs.

Professional Code of Ethics o Privileges of Confidentiality to protect the student except when necessary to report child abuse or when clear and present danger to student or others.

SHOWING RESULTS Key Question: What data can you provide to show students are different as a result of your counseling and student support program?

SPARC Develop a Support Personnel Accountability Report Card o Provides opportunity to collaborate and highlight need for and accomplishments of support services of counselors, nurses, psychologists, social workers, resource specialists, speech and language therapists, etc.

Support Personnel Accountability Report Card SPARC-A continuous improvement document sponsored by the California Department of Education and Los Angeles County Office of Education- 2004 -2005 School Year Valley High School 6901 York Drive Dublin, CA 94568 DISTRICT: Dublin Unified Phone- 925 -829 -4322 Fax- 925 -833 -7609 ENROLLMENT: 104 o SPARC - Ten Command…Components! Principal's Comments Student Support Personnel Team School Climate/ Safety Student Results Major Achievements o o o Measurements Community Partnerships Parent/Guardian Involvement Focus for Improvement Keeping You Informed STUDENT RESULTS As a result of the data collected by the Support Team on the HSEE we have implemented a High School Exit Exam Results Positive Attendance VHS is an ASAM (Alternative Schools Accountability Model) school. Attendance is one of the indicators, which we maintain. We are experiencing a dramatic increase in enrollment and a decrease in attendance. The Student Support Team has instituted daily phone calls home, more one-on-one contact and SARB in hopes of assisting with improved attendance.

SPARC Schools can improve and fund student support services by developing a Support Personnel Accountability Report Card http: //www. sparconline. net Bob Tyra, School Counseling Consultant Los Angeles County Office of Education 9300 Imperial Highway Downey, CA 90242 -4720 Phone: 562 -922 -6373 Fax: 562 -922 -6299 Email: tyra_bob@lacoe. edu Internet: www. lacoe. edu/ccla

PROFESSIONAL COUNSELING ASSOCIATIONS TO HELP YOU o ACA: American Counseling Association n o ASCA: American School Counseling Association n o http: //www. cacounseling. org/ CASC: California Association of School Counselors n o http: //www. cacounseling. org/ CSCA: California School Counseling Association n o http: //www. cacd. org/ CCA: California Counseling Association n o http: //www. cacd. org/ http: //www. schoolcounselor-ca. org WACAC: Western Association for College Admission Counseling http: //www. wacac. org

Credentialed School Nurses Helping children to be happy, healthy, fit and ready to learn Nancy Spradling Executive Director California School Nurses Organization CSNOExec@aol. com

Education Code 49400 o The governing board of any school district shall give diligent care to the health and physical development of pupils, and may employ properly certified persons for the work.

What is diligent care? o Diligent care, as referenced in Ed Code section 49400, is safely handling the health and medical needs of the students during the school day (as defined by law) in order to fully support FAPE (Free Appropriate Public Education), and providing that care following state and federal laws, which include licensure.

State Preparation Standards For the School Nurse Health Credential o Baccalaureate Degree o RN licensure from the Board of Registered Nursing o Anywhere from 2 to 20 years experience in the acute care setting o Public Health Certificate from the Board of Registered Nursing o Minimum 27 units Post-Graduate in an Accredited School Nursing Program = Credential o Many Hold Masters Degrees

Holders of the School Nurse Services Credential shall be authorized to perform the following services: o Conduct immunization programs Assess and evaluate the health & developmental status of pupils o Interpret health and developmental assessments o Design and implement individual student health maintenance plans o

Holders of the School Nurse Services Credential shall be authorized to perform the following services: o Refer the pupil, parent, & guardian to community resources o Maintain communication to promote needed treatments o Interpret medical and nursing findings Consult with, conduct in-service training for, and serve as a resource person o

Holders of the School Nurse Services Credential shall be authorized to perform the following services: Develop and implement the health education curriculum o Participate in implementing health instruction curriculum o o Counsel & assist pupils & parents in healthrelated adjustments

= Supervisor of Health n No one else is authorized n “Health clerks were originally promoted to “assist” the school nurse with simple tasks and paperwork n Responsible for Training and Supervision of ALL others who provide any assistance in health matters, screenings, healthcare services

Holders of the School Nurse Services Credential are also involved in the following activities: Many have Post Master's Credential Special Teaching Authorization in Health n n Many school nurses with Masters and Doctoral Degrees are also teaching at the college level, in addition to school nursing duties Many school nurses teach health-related subjects under the supervision of a classroom teacher

Four types of care issues: o Basic components for all students n o o o Screenings, immunization tracking, in-services and other trainings for staff Students with chronic illness Students with specialized physical healthcare needs such as g-tube, tracheostomy, ventilator etc. Emergencies and disaster preparedness

Key Question: What data should you consider to determine the need for credentialed school nurses? q q q Mandated screenings and follow-up care Chronic and acute illness Medications Specialized physical healthcare procedures Education Code, Business and Professions Code Wellness

Medications o Top two: n n o o Insulin Diastat Solu-Cortef is coming on More and more students will be coming to school needing medications, and it IS the school’s responsibility to provide medications safely

EC 49423. 5 o Qualified designated school personnel trained in the administration of specialized physical health care if they perform those services under the supervision, as defined by Section 3051. 12 of Title 5 of the California Code of Regulations, of a credentialed school nurse or licensed physician and surgeon and the services are determined by the credentialed school nurse or licensed physician and surgeon, in consultation with the physician treating the pupil, to include all of the following: (A) Routine for the pupil. (B) Pose little potential harm for the pupil. (C) Performed with predictable outcomes, as defined in the individualized education program of the pupil. (D) Does not require a nursing assessment, interpretation, or decisionmaking by the designated school personnel.

Nursing Licensure: o o Business and Professions Code covers licensure LVNs are licensed but MUST be supervised – by law - by an RN. RNs have different levels of education –ADN and BSN Health clerks, health techs, health aides are not nurses, and do not have the qualifications unless licensure is specifically written into the job description

Wellness o o o Obesity Lack of Sleep Hunger Poor nutrition Risky home-life All contribute to poor health, poor academic standing All can be mitigated with the help of a credentialed school nurse

Need for care is not going away o o Numbers are rising Federal law is getting stronger Liability risks are getting stronger Test scores are not improving

The School Psychology Specialization Irene Elliott Past President California Association of School Psychologists CASP ielliott@eusd. net

School Psychology o o Trained in both psychology and education Consultation/Assessment/Counseling and Program Development and Evaluation Provide assistance to school personnel and parents regarding emotional, behavioral and learning challenges facing children Provide expertise in the area of systems change

School Psychology: A vision for addressing barriers to student learning o School Psychologist and learning supports are the resources, strategies, and practices that provide physical, social, emotional, and intellectual supports intended to enable all pupils to have an equal opportunity for success at school. o School Psychologist provide additional assistance to foster enhanced responsibility, problem-solving, resilience, and effective engagement in classroom learning

Comprehensive Student Support: A Multi-Faceted System o o Comprehensive student support is integrated with instructional efforts and interventions provided in classrooms and school wide to address barriers to learning and teaching Student support teams address a greater range of pupil problems within the classroom through an increased emphasis on strategies for positive social and emotional development, problem prevention, and accommodation of differences in the motivation and capabilities of pupils.

The School Psychology Credential School Psychologists are credentialed by the California Commission on Teacher Credentialing (CCTC) to provide a variety of services. For a complete description of these services go to http: //www. ctc. ca. gov/credentials/leaflets/cl 606. html

The School Psychology Credential o The Specialization in School Psychology authorizes the holder to perform the following duties: 1. 2. 3. Provide services that enhance academic performance. Design strategies and programs to address problems of adjustment. Consult with other educators and parents on issues of social development and behavioral and academic difficulties. Source: http: //www. ctc. ca. gov/credentials/leaflets/cl 606. html

The School Psychology Credential o The Specialization in School Psychology authorizes the holder to perform the following duties: 4. Conduct psycho-educational assessment for purposes of identifying special needs. 5. Provide psychological counseling for individuals, groups, and families. 6. Coordinate intervention strategies for management of individual and schoolwide crises. Source: http: //www. ctc. ca. gov/credentials/leaflets/cl 606. html

Requirements for the Specialization in School Psychology o Applicants must satisfy all the following requirements: n n Submit a completed credential application (form 41 -4), Character and Identification Clearance application (form 41 -CIC), either a Livescan receipt (form 41 -LS) or two fingerprint cards (FD-258) and the current application processing fee. Individuals prepared outside of California may satisfy requirements 1 and 2 by o o o verifying completion of a professional preparation program consisting of at least 60 semester units of post baccalaureate study and a minimum of 450 clock hours of practicum, 1200 clock hours of supervised field experience. A letter verifying practicum must be on original, official letterhead from the college or university's education department and must accompany the application packet. The applicant must also verify eligibility for the equivalent credential authorization in the state where the program was completed. If the out-of-state preparation does not fit this pattern, the applicant must contact a California college or university with a Commission-accredited school psychology program for an evaluation.

Requirements for the Specialization in School Psychology o Applicants must satisfy all the following requirements: n Complete post baccalaureate degree study consisting of a minimum of 60 semester units in a California Commission-accredited professional preparation program specializing in school psychology, including a 1650 hour practicum (1200 hour internship) with school-aged children n Obtain the recommendation of a California college or university with a Commission-accredited Pupil Personnel Services program specializing in school psychology n Pass the California Basic Educational Skills Test (CBEST) o Out-of-state applicants who have not passed the CBEST may contact their California employer about the possibility of getting a One-Year Nonrenewable [OYNR] Credential pending the passage of CBEST.

School Social Worker "Connecting schools, families and community. . . " Daniel Mc. Carthy MSW, LCSW, PPSC School Social Worker Past President, California Association of School Social Workers mccarthynm@comcast. net

School Social Workers: o Masters in Social Work (MSW) o Special Coursework in School Social Work and required hours of Field Instruction Experience in School settings as set by CTC PPS Standards o Pupil Personnel Services Credential issued by CTC Additional Clinical Certifications in California Licensed Clinical Social Worker (LCSW) o

The Specialization in School Social Work authorizes the holder to perform the following duties: o o Assess home, school, personal and community factors that may affect a student’s learning. Identify and provide intervention strategies for children and their families, including counseling, case management and crisis intervention. Consult with teachers, administrators and other school staff regarding social and emotional needs of students. Coordinate family, school and community resources on behalf of students

Professional Training that Supports Schools q q q Family Centered focus emphasizing cultural competence Home Visits and Community Outreach Prevention, Early Identification and Early Intervention Clinical Assessment and Treatment Methods including individual, group, and family counseling Ecological Perspective: “Person in the Environment” Coordinated Care and Service Integration: Case Management Systems Analysis- Improving School Climate focus Individual Student as member of family, groups, institutions, and community The crucial influence of School Policies and Procedures Partnership Development Resource Identification and development within the school and outside community

School Social Work Services to Students o o o Provide individual counseling, group counseling, crisis intervention, and case management Implement developmentally appropriate strategies to increase mental health and academic success for all students Assist students with conflict resolution and anger management through individual, group and classroom methods Help all students develop appropriate personal and social interaction skills Promote students’ understanding and acceptance of self and others Improve attendance and reduce truancy of students at risk of falling behind and dropping out- increasing readiness to learn

School Social Work Services to Parents and Families o o o Assess problems affecting the student’s well being and educational achievement Provide family counseling and assisting in the utilization of community and school resources to strengthen family functioning Help empower parents/families to enhance both their student’s school experience and the parents’ interaction with the educational system Secure access to programs and services for students with special needs- such as learning, mental health, and disability issues Provide Parenting classes and other forums for parent/family information and education

School Social Work Services to School Personnel o o o Identify factors in the child’s home, school and community that may be strengths and/or barriers to learning Help teachers plan to behavior management interventions and develop individual behavior support plans for students Develop collaborative relationships with, and provide needed direct support to staff- including consultation and staff development Develop links and resources to the larger community Improve attendance and reducing drop outs which increases readiness to learn

School Social Work Services to the Community o o o Advocate for and coordinating new and improved community social and mental health services to meet student and family needs Develop effective partnerships with individuals, businesses, professionals, and agencies Interpret school policies, programs, and services as a bridge to community collaboration Join with agencies and resources of the community and school to sustain effective system responses and to develop “community schools” Help to develop service-learning opportunities that benefit and connect both the students and their community

Funding Comprehensive Student Learning Support Services A California Educator’s Toolkit Promoting Improved Student Achievement, Safer Schools, Involved Parents and Greater Collaboration with Community Resources California Association of School Social Workers Both hard copies and cd ($20) available at http: //www. cassw. net

Pupil Services Resources o o o UCLA / School Mental Health Project (Español) Center for Mental Health in Schools Department of Psychology University of California, Los Angeles Linda Taylor and Howard S. Adelman, Co-Directors Write: Center for Mental Health in Schools, Box 951563 Los Angeles, CA 90095 -1563 Phone: (310) 825 -3634 Toll Free: (866) 846 -4843 Fax: (310) 206 -8716 Email: smhp@ucla. edu Website: http: //smhp. psych. ucla. edu Center for Effective Collaboration and Practice (CECP) Website: http: //cecp. air. org Mental Health Education Integration Consortium (MHEDIC) Website: http: //www. units. muohio. edu/csbmhp/mhedic/index. html National Alliance of Pupil Services Organizations (NAPSO) Website: www. napso. org National Alliance for the Mentally Ill (Español) booklet “Parents and Teachers as Allies” Website: www. nami. org Phone: (703) 524 -7600 Support Personnel Accountability Report Card: Website: http: //www. sparcoline. net

Pupil Services Resources o o o Council for Children with Behavior Disorders (CCBD) Website: http: //www. ccbd. net Center for School Mental Health Analysis and Action University of Maryland School of Medicine Website: http: //csmha. umaryland. edu National Institute of Mental Health (Español) Website: http: //www. nimh. nih. gov National Dissemination Center for Children with Disabilities Website: http: //www. nichcy. org (Español) National Assembly on School-Based Health Care Website: http: //www. nasbhc. org Research and Training Center on Family Support and Children’s Mental Health Portland State University, Portland, Oregon Website: http: //www. rtc. pdx. edu

Pupil Services Organizations: o California School Nurses Organization (CSNO) n o California Association of School Psychologist (CASP) n o o http: //www. casponline. org California Association of School Social Workers (CASSW) n o http: //www. csno. org http: //www. cassw. net California Association of Resource Specialist and Special Education Teachers (www. carsplus. org) California Association of Pupil Personnel Administrators California Association of Supervisors of Child Welfare and Attendance (www. cascwa. org) California Speech-Language-Hearing Association (www. csha. org)

Next Steps for all of us o o o o Form Collaborative Pupil Support Teams and Programs at each local school and school district Analyze Data and Support Additional Funding Resources Advocate for Increasing Pupil Services staff Utilize 1802 funding Utilize Proposition 63 funding Develop and Utilize cross system solutions Expand the availability of integrated services to improve access to essential supports for children and their families