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 ConferenceMonterey, CaliforniaJanuary, 13 2010

Full Time Equivalents (FTE) of Pupil Services Staff in CaliforniaPublic Schools Student Enrollment of 6,252,031Source: California Basic Educational Data System (CBEDS), 2008-09

Number of

FTE’s

Ratio

Counselors 9, 435 663:1

Psychologists

4,843 1,291:1

Nurses 2,901 2,155:1

Social Workers

412 15,175:1

Recommended ratios of Pupil Services Staff in California: AB 722 Task Force Report (10/2003)

CA State Administrators

National Organizations

Counselors 515:1 250:1Psychologists

1,273:1 1,000:1

Nurses 1,292:1 750:1Social Workers

4,081:1 600:1

“I cannot teach the head when

the heart is broken or the

mind is troubled”

ONE TEACHER SAID,

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 38th 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

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 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

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

Specialized Instructional Support Services

“No teacher having a

problem with a student

should feel responsible

for solving it alone.”

TEACHERS CAN’T DO IT ALONE!

Specialized Instructional Support Personnel 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 SUPPORTCareer, 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 Units16 Standards, Course work

60 Semester Units11 standards

45 Semester Units9 standards

600 hours Supervised Field Experienceplus 100 hours Practicum

1200 hours Supervised Field Experience plus 450 hours Practicum

1000 hours Supervised Field Experience

SCHOOL COUNSELORS ARE QUALIFIED TO:

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:

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:

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:

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

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

Key Question:

What data can you provide to show how students are different as a result of your counseling and student support program?

SHOWING RESULTS

SPARC Develop a Support Personnel Accountability Report Card

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 CardSPARC-A continuous improvement document sponsored by the California Department of Education and Los Angeles County Office of Education- 2004-2005 School Year

Valley High School6901 York Drive Dublin, CA 94568 DISTRICT: Dublin UnifiedPhone- 925-829-4322 Fax- 925-833-7609 ENROLLMENT: 104

SPARC - Ten Command…Components!

Principal's Comments Student Support Personnel Team School Climate/ Safety Student Results Major Achievements

Measurements Community Partnerships Parent/Guardian Involvement Focus for Improvement Keeping You Informed

STUDENT RESULTS

0

5

10

15

ELA Math

Pass 2004March Fail 2004March Pass 2004November Fail 2004November

As a result of the data collected by the Support Team on the HSEE we have implemented a

High School Exit Exam Results

84.0%86.0%88.0%90.0%92.0%94.0%96.0%

SEP OCT NOV DEC JAN FEB MAR APR MAY JUN

2002/2003 2003/2004 2004/2005

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.

SPARCSchools can improve and fund student support services by developing a Support Personnel Accountability Report Card http://www.sparconline.net

Bob Tyra, School Counseling ConsultantLos Angeles County Office of Education9300 Imperial HighwayDowney, CA 90242-4720Phone: 562-922-6373Fax: 562-922-6299Email: tyra_bob@lacoe.eduInternet: www.lacoe.edu/ccla

PROFESSIONAL COUNSELING ASSOCIATIONS TO HELP YOU

ACA: American Counseling Association http://www.cacd.org/

ASCA: American School Counseling Association http://www.cacd.org/

CCA: California Counseling Association http://www.cacounseling.org/

CSCA: California School Counseling Association http://www.cacounseling.org/

CASC: California Association of School Counselors http://www.schoolcounselor-ca.org

WACAC: Western Association for College Admission Counseling

http://www.wacac.org

Credentialed School NursesHelping children to be happy, healthy, 

fit and ready to learn

Nancy Spradling

Executive Director

California School Nurses Organization

CSNOExec@aol.com

Education Code 49400 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? 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 Baccalaureate Degree

RN licensure from the Board of Registered Nursing

Anywhere from 2 to 20 years experience in the acute care setting

Public Health Certificate from the Board of Registered Nursing

Minimum 27 units Post-Graduate in an Accredited School Nursing Program = Credential

Many Hold Masters Degrees

Holders of the School Nurse Services Credential shall be authorized to perform the following services:

Conduct immunization programs

Assess and evaluate the health & developmental status of pupils

Interpret health and developmental assessments

Design and implement individual student health maintenance plans

Holders of the School Nurse Services Credential shall be authorized to perform the following services:

Refer the pupil, parent, & guardian to community resources

Maintain communication to promote needed treatments

Interpret medical and nursing findings

Consult with, conduct in-service training for, and serve as a resource person

Holders of the School Nurse Services Credential shall be authorized to perform the following services:

Develop and implement the health education curriculum

Participate in implementing health instruction curriculum

Counsel & assist pupils & parents in health-related adjustments

= Supervisor of Health No one else is authorized

“Health clerks were originally promoted to “assist” the school nurse with simple tasks and paperwork

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

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: Basic components for all students

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?

Mandated screenings and follow-up care Chronic and acute illness Medications Specialized physical healthcare procedures Education Code, Business and Professions Code Wellness

Medications Top two:

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 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 decision-making by the designated school personnel.

Nursing Licensure: 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 Obesity Lack of Sleep Hunger Poor nutrition Risky home-lifeAll 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 Numbers are rising Federal law is getting stronger Liability risks are getting stronger Test scores are not improving

The School Psychology Specialization

Patrick Crain

President

California Association of School Psychologists, CASP

PCrain@sdcoe.net

School Psychology Trained in both psychology and education Consultation/Assessment/Counseling and

Program Development and Evaluation Provide assistance to school personnel and

parents regarding emotional, behavioraland learning challenges facing children

Provide expertise in the area of systems change

School Psychology: A vision for addressing barriers to student learning

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.

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 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/cl606.html

The School Psychology Credential The Specialization in School Psychology

authorizes the holder to perform the following duties:

1. Provide services that enhance academic performance.

2. Design strategies and programs to address problems of adjustment.

3. Consult with other educators and parents on issues of social development and behavioral and academic difficulties.

Source: http://www.ctc.ca.gov/credentials/leaflets/cl606.html

The School Psychology Credential

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/cl606.html

Requirements for the Specialization in School Psychology

Applicants must satisfy all the following requirements:

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 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

Applicants must satisfy all the following requirements:

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

Obtain the recommendation of a California college or university with a Commission-accredited Pupil Personnel Services program specializing in school psychology

Pass the California Basic Educational Skills Test (CBEST) 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 McCarthy MSW, LCSW, PPSCSchool Social WorkerPast President, California Association of School Social Workers

mccarthynm@comcast.net

School Social Workers:

Masters in Social Work (MSW)

Special Coursework in School Social Work and required hours of Field Instruction Experience in School settings as set by CTC PPS Standards

Pupil Personnel Services Credential issued by CTC

Additional Clinical Certifications in California Licensed Clinical Social Worker (LCSW)

The Specialization in School Social Work authorizes the holder to perform the following duties:

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 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 Services to Students

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 Services to Parents and Families

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 Services to School Personnel

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 ServicesServices to the Community

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

The California School Health Centers Association (CSHC)

CSHC is leading California’s movement to bring health care to where kids are – in school – by making school health centers a basic part

of health care and education.

Our mission is to promote the health of children and youth by increasing access to the high quality health care and support services

provided by school health centers.

What is a school health center? Delivers primary medical care, mental health, and/or dental

care in collaboration with a school.

Located on school campus or near a school.

May provide after school programs, clubs, nutrition or fitness programs, parent groups, etc.

• Works on school-wide issues like health education.

• Serves students and sometimes siblings, family members and the community.

Tiger Health Clinic Staff, Oakland

What services are provided?

National Assembly on School-Based Health Care, 2007-2008 Census

Comprehensive health assessment 91%

Nutrition counseling 90%

Screenings 83%

Prescriptions for medications 81%

Behavioral risk assessment 79%

Immunizations 76%

Sports physicals 76%

Lab tests 73%

Asthma treatment 72%

Psych. development assessment 70%

Treatment of acute illness 68%

Medication administration 65%

Mental health therapy 62%

Dental screenings 56%

Dental cleaning 12%

School health centers improve the following health issues:

Mental health, low self-esteem and resiliency

Poor diet Injuries and illness Risky sexual behavior Appropriate health care utilization

(reduced emergency room and hospital utilization)

Research shows a positive impact from school health centers on student learning

Reduced absences and tardiness Increased promotion to the next

grade Decreased drop out rates Reduced disciplinary problems

Who runs school health centers?

School districts Community health centers County health departments Mental health providers Community-based organizations Hospitals

How are school health centers financed? Space and utilities are typically contributed by

the school Third-party reimbursement:

Child Health and Disability Program Family PACT Medi-Cal Healthy Families

Public and private grants Financing is difficult because school health

centers usually serve all students at a school even if they are: Uninsured Enrolled in a managed care plan that does

not reimburse the school health center

How to Get Started1. Engage the community, families, and youth

in planning

2. Assemble and coordinate partners/ providers

3. Plan facilities (mobile or stationary)

Key Strategies for SuccessBuild & sustain an interagency, cross-

sector collaborative

• Foster youth development and leadership

• Draw down the $$$

Successful Strategies for Building Strong Partnerships

1.Establish and maintain clear expectations and agreements (LOA/MOU)

2.Conduct joint fund development3.Ensure data collection and “use” of data

supports all agencies’ goals and anticipated outcomes

4.Foster “line staff” communication and partnership

Related CSHC Tools and Resources

• Trainings and technical assistance

Tools and Resources:• From Vision to Reality: How to Build a School

Health Center from the Ground Up• HIPAA or FERPA? A Primer on School

Health Information Sharing in California• Guidelines for California’s School Health

Centers• Third Party Billing: A Manual for California’s

School Health Centers

Samantha Blackburn, RN, MSNField & Technical Assistance Director510-268-1083sblackburn@schoolhealthcenters.org

Interested in learning more about school health centers?

www.schoolhealthcenters.org

Pupil Services Resources UCLA / School Mental Health Project (Español)

Center for Mental Health in SchoolsDepartment of PsychologyUniversity of California, Los AngelesLinda Taylor and Howard S. Adelman, Co-DirectorsWrite: Center for Mental Health in Schools, Box 951563

Los Angeles, CA 90095-1563Phone: (310) 825-3634 Toll Free: (866) 846-4843 Fax: (310) 206-8716Email: 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) 524-7600Support Personnel Accountability Report Card: Website: http://www.sparcoline.net

Pupil Services Resources

Council for Children with Behavior Disorders (CCBD) Website: http://www.ccbd.net

Center for School Mental Health Analysis and ActionUniversity of Maryland School of MedicineWebsite: http://csmha.umaryland.edu

National Institute of Mental Health (Español)Website: http://www.nimh.nih.gov

National Dissemination Center for Children with DisabilitiesWebsite: http://www.nichcy.org (Español)

National Assembly on School-Based Health CareWebsite: http://www.nasbhc.org

Research and Training Center on Family Support and Children’s Mental HealthPortland State University, Portland, OregonWebsite: http://www.rtc.pdx.edu

Pupil Services Organizations:

California School Nurses Organization (CSNO) http://www.csno.org

California Association of School Psychologist (CASP) http://www.casponline.org

California Association of School Social Workers (CASSW) 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

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