California Counselor AssociationThe LCAP and the Common Core State

Standards:Transforming the roles of resources

providers through consultation at the site level

Harvey Hoyo and Tricia Crosby-CooperNational University

Adapted from The National Center for Mental Health in Schools at UCLA.

Topics Covered

I LCAP and Common Core Standards Revisited

II What’s the Current Status of Mental Health in Schools?

III About Mental Health in Schools & School Improvement Policy and Practice

IV Becoming an Integrated Part of School Improvement

V Sample Collaboration: School Psychologist and School Counselor

LCAP Education Code section 52060: the LCAP (Local control and Accountability Plan) must

describe, for the school district and each school within the district, goals and specific actions to

achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally

identified priorities.

Retained Categorical Programs: LCFF

• Adults in Correctional facilities

• After School Education and Safety

• Agricultural Vocation Education

• American Indian Education Centers and Early Childhood Education Program

• Assessments• Child Nutrition

• Foster Youth Services• Mandates Block Grant• Partnership Academies• Quality Ed Improvement

Act• Special Ed.• Specialized Secondary

Programs• State Preschool

Eliminated Programs: LCFF• Advanced Placement Fee Waiver• Alternative Credentialing• Ca High School Exit Exam Tutoring• CA School Age Families• Cat Programs for new schools• Certificated Staff Mentoring• Charter School Black Grant• Civic Education• Community-Based Tutoring• Community Day School• Deferred maintenance• Economic Impact Aid• Educational Technology• Gifted and Talented Education• Grade 7-12 Counseling• High School Class Size Reduction

• Instructional Material Block grant International Baccalaureate Diploma Program

• Oral Health Assessments• Physical Education Block Grant• Principal Training• Professional Development for

Math and English• School and Library Improvement

Block Grant School safety• School Safety• Student Councils• Summer School Programs • Teacher Dismissal

LCAP Regulations• LCAP Silent on methods of support

Eight Areas of State Priority: Addressed in the LCAP: multiple measures

Eight Areas of State Priority: Addressed in the LCAP: multiple measures

Current Status:No LAW Mandating School Counselors

LCAP: pupil outcomes- Achievement

•Performance on standardized tests, score on Academic Performance Index, •Pupils that are college and career ready sequence including English learners that become English proficient•Report English learner reclassification rate•Report, pupils that pass Advanced Placement exams with 3 or higher•Report pupils determined prepared for college by the Early Assessment Program•% of pupils completing A-G•% meeting a standard on AP/IB/dual credit courses

Think-Pair-Share

Will local decision Makers promote/protect school counseling

services if California does not require them?

- In 2010: CA went with block grants for categorical programs

- Many district eliminated school counseling (13% reduction)

Common Core State Standards•To ensure all students are ready for success after high school

• Establish consistent guidelines for what every student should know and be able to do in math and English language arts from kindergarten through 12th grade.

• New Accountability: good-bye API• Hello Multiple Measures; Less standardized Tests more graduation rates, college and career readiness, healthy school functioning

Common Core Standards• Assessment to improve; rather than punish• Stronger profession capacity• Resource equity and accountability

As a result…..

Counseling is changing at the school level

Mental Health Services are in Flux

Mental Health Services at the Schools

This is the Answer:“It Takes a Village”

It Takes A Village:Developing the system requires weaving

together the resources of the school and home/community to establish/improve a learning supports component.

Student Support Services Becoming Learning Support

Services

Transitional Counseling becoming an Integrated

Part of School Improvement

•

Joining the Process for Developing a Comprehensive System of Learning Supports

Key Principles

Schools educate the whole child; but are not exclusively in the mental health or social services business.

Schools mandate is to educate.

Any activity not directly related to instruction is supplemental- we

are not supplemental

Current Trends….

(1) All mental health and psychosocial

interventions under an umbrella concept

(2) New directions leading to development of a comprehensive, multifaceted, and cohesive system for learning supports fully integrated into school improvement policy and practice.

(3) Join the School’s leadership team

The transitional system focuses on:

• All students (not just some students)

• Addressing barriers to learning and teaching (not just safety and health; a comprehensive focus on addressingbarriers to student learning creates

safe and healthy schools and students)

• Re-engaging students in classroom learning (not just minimizing behavior

problems)

Systematically Addressing Barriers to Learning and Teaching and Re-engaging Students in Classroom Instruction

Four Fundamental and Interrelated Concerns(from UCLA School of Mental Health)

Policy Revision Framing Interventions to

Address Barriers to Learning and Teaching into a

Comprehensive System of Interventions

Rethinking Organizational

and Operational Infrastructure

Developing Systemic Change Mechanisms

for Effective Implementation,

Sustainability, and Replication to Scale

Developing a comprehensive system for addressing barriers to learning and teaching requires:

– More than outreach to link with community

resources (more than adopting a school-linked services model)

– More than coordination of school-owned

services

– More than coordination of school and community services

– More than Family Resource Centers and Full Service School.

Intervention Framework

• A Sequential/Tiered Approach

• Defining/refining Learning Supports

• Framing a Comprehensive System of Learning Supports

• Major Examples of Intervention Activity built into the curriculum and occurring sequentially

Meeting the needs of all students requires

>promoting assets

>preventing problems &

>dealing with problems

And doing so in keeping with the principle of providing what is needed in the least disruptive and restrictive manner

This translates into a sequential approach that at its foundationinvolves enhancing the focus onpromoting healthy development,

preventing problems & promotingacademic achievement.

School Counselor/School Psychology Collaboration

Collaboration among student resource providers

• Collaboration has been desired and emphasized in special education law– PL 94-142

• Student evaluation by multidisciplinary team– PL 99-457 and PL 101-476 (amendments to

PL 94-142)

• While there is a need for collaboration– There is no universal method or model– Have to figure it out the best we can

• In recent years, there has been an increase in the inclusion of students in general education – “More children in special education are being

served within the general education community (Murphy, DeEsch, Strein;1998, p.3)

• There is an increase in collaboration and the integration of parent/guardian involvement (Coben, Thomas, Sattler, & Morsink; 1997)

– Parents are involved in the program design and implementation for their student needing additional services

Think-Pair-Share

• There is a need for greater collaboration and consultation in the schools– Often people work in their “zone” and don’t

branch out to other service providers in a collaborative manner.

• Have you ever experienced issues regarding collaboration in your work setting?

– Please share

• School Psychologists and School Counselors are at the schools to assist students

• Both groups are very capable of assisting the student on various levels

• Over the past few years the training for school counselors and psychologists has involved overlap (Murphy, DeEsch, Strein, 1998)

– Both groups receive training in:• Assessment• Consultation• Counseling Techniques

School Psychologists School Counselorshttp://school-psychology.org/school-counseling-vs-school-psychology

Murphy, DeEsch, Strein (1998, p.4)

• Psycho-ed assessments• Academic and behavioral

assessments and interventions• Consultation/collaboration with

teachers, community service providers, and parents

• Individual/group counseling• Mental health supports• SW-PBIS• RTI• * Assist with crisis response• Applied behavior analysis• Organizational consultation

• Curriculum guidance• Academic planning• Individual/group counseling• Consultation with community

service providers, parents, and teachers

• Vocational and career development

• Developmental interventions

• With collaboration between school counselors and psychologists – No longer work in isolation in their area of

expertise (Simcox, Nuijens, & Lee, 2006)

• Much more of an ecological approach when working together

• Team based approach (Simcox, Nuijens, & Lee, 2006)

• School counselors and school psychologists understand the importance of working together, but there can still be a disconnect between the two groups

• Collaboration can come in the form of (Rowley, 2000)

– intervention – Assessment– Progress monitoring

(Murphy, De Esch, & Strein, 1998)

(Rowley, 2000)

• Effective working relationships must include– Sharing of power– Authority– Influence– Joint planning– Evaluation and intervention of student

program, progress, and outcomes

• Through a collaborative approach psychologists and counselors can begin to see each other as complementary resources

• No longer do counselors and psychologists work in isolation within their respective professional duties (Simcox, Nuijens, & Lee, 2006)

• Through consultation and collaboration counselors and psychologists are able to provide more ecologically based services. (Simcox, Nuijens, & Lee, 2006)

• “Collaborative school professionals eliminate overlapping roles and functions, fill gaps in existing services, and increase their self-efficacy by identifying with colleagues who share a common mission while possessing unique and complementary knowledge and skills” (Murphy, De Esch, & Strein, 1998, p. 4)

• Unfortunately, some barriers that effective collaboration have included (Murphy, De Esch, & Strein, 1998)

– Different work days– Separate buildings– Different staff meetings

• Communication between school counselors and psychologists is vital for an effective working relationship

Think-Pair-Share

• What have you done in your work environments to attempt to work collaboratively and “get around” or remove the barriers between school psychologists and school counselors?

Home School Collaboration(Cowan, Napolitano, & Sheridan, 2004).

• Implies that there is a process related to a common goal among the participants – Based on an ecological model of service

delivery– School resource providers take into

consideration the families past history.• Knowing how the family has been viewed in the

past can also help the resource providers better serve the student

• There may also be occasions when the students family is not considered equals.– In a 1998 study, “…70% responded that

educators should recognize that the parents know and understand their children, and their contributions are important ones that should be heard, valued, and respected” (Neitsch, Siegel, Keefe, & Horn, 2008, p. 5).

• Home-school collaboration is important– “Failure to value each other’s knowledge

about a child’s problem can undermined effective parent-educator interactions” (Neitsch, Siegel, Keefe, & Horn, 2008, p. 5).

• Additionally, there can be obstacles due to SES and cultural differences.– What have been some of the obstacles that you, or

someone you know, has dealt with regarding cultural differences?

• There may also be occasions when the students family is not considered equals.– In a 1998 study, “…70% responded that

educators should recognize that the parents know and understand their children, and their contributions are important ones that should be heard, valued, and respected” (Neitsch, Siegel, Keefe, & Horn, 2008, p. 5).

Intervention Continuum

& Content

Continuum -- Interconnected Systems for Meeting the Needs of All Students:

One key Facet of a Learning Supports Component

Systems for PromotingHealthy Development &

Preventing Problemsprimary prevention – includes

universal interventions(low end need/low cost

per individual programs)

Systems of Early Interventionearly-after-onset – includes

selective & indicated interventions(moderate need, moderate

cost per individual)

Systems of Caretreatment/indicated

interventions for severe andchronic problems

(High end need/high costper individual programs)

School Resources (facilities, stakeholders, programs, services)

Community Resources (facilities, stakeholders, programs, services)

A Learning Support Resource Team

Schools say: “We already have a team” But is it Resource-oriented?

What you also need is a

a Resource-Oriented Team (Focused on all students and the resources, programs, and systems to address barriers to learning & promote healthy development)

What you probably have is a Case-Oriented Team (Focused on specific individuals and discrete services)

A Resource-oriented Team

Possibly called:

>Resource Coordinating Team

>Resource Coordinating Council

>School Support Resource Team

>Learning Support Resource Team

Sometimes called:

>Child/Student Study Team

>Student Success Team

>Student Assistance Team

>Teacher Assistance Team

>IEP Team

A Case-oriented Team

A Resource-oriented Team EXAMPLES OF FUNCTIONS

>aggregating data across students & from teachers to analyze school needs>mapping resources >analyzing resources >enhancing resources>program and system planning/development >redeploying resources >coordinating-integrating resources>social "marketing"

EXAMPLES OF FUNCTIONS

>triage>referral>case monitoring/management>case progress review>case reassessment

A Case-oriented Team

Categories of Basic Content Arenas for Learning Supports Intervention

Categories of Basic Content Arenas for Learning Supports Intervention

Classroom-BasedApproaches to Enable Learning

Crisis/Emergency

Assistance &Prevention

Supportfor

Transition

Home involvement &Engagement

In School

Student &

FamilyAssistanc

e

Community Outreach

Infrastructure leadership resource- oriented mechanisms

To Recap:School improvement planning for developing a comprehensive system of learning supports to address barriers to learning and teaching requires:

(1) adoption of a umbrella framework that unifies current efforts at school improvement

(2) expansion of the framework for school accountability to measure programs to enhance social and personal functioning

and address barriers to learning and teaching (3) Joining the school’s Leadership Team

Think-Pair-ShareReflective Questions

• What constitutes a full continuum of interventions in providing learning supports at your school site?

• Why don’t most schools strive to develop a comprehensive system of learning supports?

Activity: When you return to your school. . .

Analyze current school improvement guidelines to clarify what is and isn’t included to address barriers to learning and teaching.

How marginalized and fragmented is the focus on student/learning supports?

Reflection

References-http://school-psychology.org/school-counseling--vs-school-psychology- Thomas, C. C., Sattler, R. O., & Morsink, C. V. (1997). Meeting the challenge of consultation and collaboration: developing interactive teams. Journal of Learning Disabilities, 30(4), p. 427- 432. -Murphy, J. P., DeEsch, J. B., & Strein, W. O. (1998). School counselors and school psychologists: partners in student services. Professional School Counseling, 2 (2), p. 85-90.

References-Nietsch, P., Siegel, C., Keefe, C., & Horn, K. (2008). Partnering with parents of special needs students: Barriers to collaboration. NASP Communique, 37 (1). -Rowley, W. J. (2000). Expanding collaborative partnerships among school counselors and school psychologists. Professional School Counseling, 3 (3), p. 224-232 -Simcox, A. G., Nuinens, K. L., & Lee, C. C. (2006). School counselors and school psychologists: collaborative partners in promoting culturally competent schools. Professional School Counseling, 9 (4), p. 272-277. -UCLA School of Mental Health: http://smhp.psych.ucla.edu/

Questions/Commentshhoyo@nu.edutcrosbycooper@nu.edu