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, 13 2010
Full Time Equivalents (FTE) of Pupil Services Staff
in California
Public Schools Student Enrollment of 6,252,031
Source: California Basic Educational Data System (CBEDS), 2008-09
Number of FTE’s
Ratio
663:1
Counselors
Psychologists
9, 435
4,843
1,291:1
Nurses
2,901
2,155:1
412
15,175:1
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
600:1
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 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
TEACHERS CAN’T DO IT ALONE!
“No teacher having a
problem with a student
should feel responsible
for solving 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 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
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.
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?
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 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





Measurements
Community Partnerships
Parent/Guardian Involvement
Focus for Improvement
Keeping You Informed
ELA
Math
Positive Attendance
2002/2003
2003/2004
JU
N
M
AY
AP
R
96.0%
94.0%
92.0%
90.0%
88.0%
86.0%
84.0%
SE
P

0
FE
B
M
AR

5
V

10
DE
C
JA
N

Pass 2004
March
Fail 2004
March
Pass 2004
November
Fail 2004
November
15
CT

High School Exit Exam Results
As a result of the
data collected by
the Support Team
on the HSEE we
have
implemented a
NO
SPARC - Ten
Command…Components!
Principal's Comments
Student Support Personnel Team
School Climate/ Safety
Student Results
Major Achievements

STUDENT RESULTS
O

2004/2005
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

ACA: American Counseling Association


ASCA: American School Counseling Association


http://www.cacounseling.org/
CASC: California Association of School Counselors


http://www.cacounseling.org/
CSCA: California School Counseling Association


http://www.cacd.org/
CCA: California Counseling Association


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

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 healthrelated 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


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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?



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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:


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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 decisionmaking 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-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


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
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, behavioral
and 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.
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/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, PPSC
School Social Worker
Past 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

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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 Services
Services 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?
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%
National Assembly on School-Based Health Care, 2007-2008 Census
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 Started
1.
2.
3.
Engage the community, families, and youth
in planning
Assemble and coordinate partners/ providers
Plan facilities (mobile or stationary)
Key Strategies for Success
 Build
& sustain an interagency, crosssector collaborative
• Draw down the $$$
• Foster youth
development and
leadership
Successful Strategies for Building
Strong Partnerships
1. Establish and maintain clear expectations
and agreements (LOA/MOU)
2. Conduct joint fund development
3. 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
Interested in learning more about school
health centers?
www.schoolhealthcenters.org
Samantha Blackburn, RN, MSN
Field & Technical Assistance Director
510-268-1083
sblackburn@schoolhealthcenters.org
Pupil Services Resources

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






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:
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California School Nurses Organization (CSNO)
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California Association of School Psychologist (CASP)
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http://www.casponline.org
California Association of School Social Workers (CASSW)
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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
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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