The State of Pupil Services in California

1. 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

2. Full Time Equivalents (FTE) of Pupil Services Staff in CaliforniaPublic Schools Student Enrollment of 6,275,469Source: California Basic Educational Data System (CBEDS), 2007-08

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

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

5. 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%

6. 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

7. 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

8. 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

9. Pupil Support Services

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

11. Pupil Support Professions • 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

12. 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

13. State Preparation Standards for each of three PPS Credential SpecializationsCore Knowledge 24 Shared Standards Most have Master’s Degrees

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

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

20. 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.

21. 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 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. High School Exit Exam Results As a result of the data collected by the Support Team on the HSEE we have implemented a 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 YearValley High School6901 York Drive Dublin, CA 94568 DISTRICT: Dublin UnifiedPhone- 925-829-4322 Fax- 925-833-7609 ENROLLMENT: 104

22. SPARCSchools can improve and fund student support services by developing a Support Personnel Accountability Report Cardhttp://www.sparconline.netBob 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

23. 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

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

25. 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.

26. 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.

27. 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

28. 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

29. 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

30. 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

31. =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

32. 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

33. 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

34. 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

36. 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

37. 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.

38. 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

39. Wellness • 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

40. 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

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

42. 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, behavioral and learning challenges facing children • Provide expertise in the area of systems change

43. 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

44. 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.

45. 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

46. The School Psychology Credential • The Specialization in School Psychology authorizes the holder to perform the following duties: • 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/cl606.html

47. The School Psychology Credential • The Specialization in School Psychology authorizes the holder to perform the following duties: • Conduct psycho-educational assessment for purposes of identifying special needs. • Provide psychological counseling for individuals, groups, and families. • Coordinate intervention strategies for management of individual and schoolwide crises. Source: http://www.ctc.ca.gov/credentials/leaflets/cl606.html

48. 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.

49. 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.

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