Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.

1. California Counselor Association
The LCAP and the Common Core State
Standards:
Transforming the roles of resources
providers through consultation at the site
level
Harvey Hoyo and Tricia Crosby-Cooper
National University
Adapted from The National Center for Mental Health in Schools at UCLA.

2. 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

3. 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.

4. 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

5. 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

6. LCAP Regulations
• LCAP Silent on methods of support

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

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

9. Current Status:
No LAW Mandating School Counselors

10. 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

11. 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)

12. 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

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

15. As a result…..
Counseling is changing
at the school level
Mental Health Services
are in Flux

16. Mental Health Services at the Schools

17. This is the Answer:
“It Takes a Village”

18. 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

20. Transitional Counseling
becoming an Integrated
Part of School
Improvement
•
Joining the Process
for Developing a
Comprehensive
System of Learning
Supports

21. 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

22. 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

23. 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 addressing
barriers to student learning creates
safe and healthy schools and students)
• Re-engaging students in classroom
learning (not just minimizing behavior
problems)

24. 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

25. 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.

26. 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

27. 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

28. This translates into a sequential
approach that at its foundation
involves enhancing the focus on
promoting healthy development,
preventing problems & promoting
academic achievement.

29. School Counselor/School
Psychology Collaboration
Collaboration among student
resource providers

30. • 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)

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

32. • 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)

33. • 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

34. 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

35. • School Psychologists and School
Counselors are at the schools to assist
students
• Both groups are very capable of assisting
the student on various levels

36. • 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

37. School Psychologists School Counselors
http://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

38. • 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)

39. • 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

40. (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

41. • 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)

42. • “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)

43. • 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

44. 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?

45. 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

46. • 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).

47. • 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?

48. • 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).

49. Intervention Continuum
& Content

50. Continuum -- Interconnected Systems
for Meeting the Needs of All Students:
One key Facet of a Learning Supports Component
Systems for Promoting
Healthy Development &
Preventing Problems
primary prevention – includes
universal interventions
(low end need/low cost
per individual programs)
Systems of Early Intervention
early-after-onset – includes
selective & indicated interventions
(moderate need, moderate
cost per individual)
Systems of Care
treatment/indicated
interventions for severe and
chronic problems
(High end need/high cost
per individual programs)
School Resources
(facilities, stakeholders,
programs, services)
Community Resources
(facilities, stakeholders,
programs, services)

51. 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)

52. 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

53. 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

54. Categories of Basic Content Arenas for
Learning Supports Intervention

55. Categories of Basic Content Arenas for
Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
Crisis/
Emergency
Assistance &
Prevention
Support
for
Transition
Home involvement &
Engagement
In School
Student &
Family
Assistance
Community
Outreach
Infrastructure
leadership
resource-
oriented
mechanisms

56. 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

57. Think-Pair-Share
Reflective 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?

58. 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?

59. Reflection

60. References
-http://school-psychology.org/school-counseling--vs-school-psycho
- 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.

61. 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/

62. Questions/Comments
hhoyo@nu.edu
tcrosbycooper@nu.edu